online education essay in covid 19

The COVID-19 pandemic has changed education forever. This is how 

With schools shut across the world, millions of children have had to adapt to new types of learning. Image:  REUTERS/Gonzalo Fuentes

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Farah lalani.

• The COVID-19 has resulted in schools shut all across the world. Globally, over 1.2 billion children are out of the classroom.
• As a result, education has changed dramatically, with the distinctive rise of e-learning, whereby teaching is undertaken remotely and on digital platforms.
• Research suggests that online learning has been shown to increase retention of information, and take less time, meaning the changes coronavirus have caused might be here to stay.

While countries are at different points in their COVID-19 infection rates, worldwide there are currently more than 1.2 billion children in 186 countries affected by school closures due to the pandemic. In Denmark, children up to the age of 11 are returning to nurseries and schools after initially closing on 12 March , but in South Korea students are responding to roll calls from their teachers online .

With this sudden shift away from the classroom in many parts of the globe, some are wondering whether the adoption of online learning will continue to persist post-pandemic, and how such a shift would impact the worldwide education market.

Even before COVID-19, there was already high growth and adoption in education technology, with global edtech investments reaching US$18.66 billion in 2019 and the overall market for online education projected to reach $350 Billion by 2025 . Whether it is language apps , virtual tutoring , video conferencing tools, or online learning software , there has been a significant surge in usage since COVID-19.

How is the education sector responding to COVID-19?

In response to significant demand, many online learning platforms are offering free access to their services, including platforms like BYJU’S , a Bangalore-based educational technology and online tutoring firm founded in 2011, which is now the world’s most highly valued edtech company . Since announcing free live classes on its Think and Learn app, BYJU’s has seen a 200% increase in the number of new students using its product, according to Mrinal Mohit, the company's Chief Operating Officer.

Tencent classroom, meanwhile, has been used extensively since mid-February after the Chinese government instructed a quarter of a billion full-time students to resume their studies through online platforms. This resulted in the largest “online movement” in the history of education with approximately 730,000 , or 81% of K-12 students, attending classes via the Tencent K-12 Online School in Wuhan.

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Other companies are bolstering capabilities to provide a one-stop shop for teachers and students. For example, Lark, a Singapore-based collaboration suite initially developed by ByteDance as an internal tool to meet its own exponential growth, began offering teachers and students unlimited video conferencing time, auto-translation capabilities, real-time co-editing of project work, and smart calendar scheduling, amongst other features. To do so quickly and in a time of crisis, Lark ramped up its global server infrastructure and engineering capabilities to ensure reliable connectivity.

Alibaba’s distance learning solution, DingTalk, had to prepare for a similar influx: “To support large-scale remote work, the platform tapped Alibaba Cloud to deploy more than 100,000 new cloud servers in just two hours last month – setting a new record for rapid capacity expansion,” according to DingTalk CEO, Chen Hang.

Some school districts are forming unique partnerships, like the one between The Los Angeles Unified School District and PBS SoCal/KCET to offer local educational broadcasts, with separate channels focused on different ages, and a range of digital options. Media organizations such as the BBC are also powering virtual learning; Bitesize Daily , launched on 20 April, is offering 14 weeks of curriculum-based learning for kids across the UK with celebrities like Manchester City footballer Sergio Aguero teaching some of the content.

What does this mean for the future of learning?

While some believe that the unplanned and rapid move to online learning – with no training, insufficient bandwidth, and little preparation – will result in a poor user experience that is unconducive to sustained growth, others believe that a new hybrid model of education will emerge, with significant benefits. “I believe that the integration of information technology in education will be further accelerated and that online education will eventually become an integral component of school education,“ says Wang Tao, Vice President of Tencent Cloud and Vice President of Tencent Education.

There have already been successful transitions amongst many universities. For example, Zhejiang University managed to get more than 5,000 courses online just two weeks into the transition using “DingTalk ZJU”. The Imperial College London started offering a course on the science of coronavirus, which is now the most enrolled class launched in 2020 on Coursera .

Many are already touting the benefits: Dr Amjad, a Professor at The University of Jordan who has been using Lark to teach his students says, “It has changed the way of teaching. It enables me to reach out to my students more efficiently and effectively through chat groups, video meetings, voting and also document sharing, especially during this pandemic. My students also find it is easier to communicate on Lark. I will stick to Lark even after coronavirus, I believe traditional offline learning and e-learning can go hand by hand."

These 3 charts show the global growth in online learning

The challenges of online learning.

There are, however, challenges to overcome. Some students without reliable internet access and/or technology struggle to participate in digital learning; this gap is seen across countries and between income brackets within countries. For example, whilst 95% of students in Switzerland, Norway, and Austria have a computer to use for their schoolwork, only 34% in Indonesia do, according to OECD data .

In the US, there is a significant gap between those from privileged and disadvantaged backgrounds: whilst virtually all 15-year-olds from a privileged background said they had a computer to work on, nearly 25% of those from disadvantaged backgrounds did not. While some schools and governments have been providing digital equipment to students in need, such as in New South Wales , Australia, many are still concerned that the pandemic will widenthe digital divide .

Is learning online as effective?

For those who do have access to the right technology, there is evidence that learning online can be more effective in a number of ways. Some research shows that on average, students retain 25-60% more material when learning online compared to only 8-10% in a classroom. This is mostly due to the students being able to learn faster online; e-learning requires 40-60% less time to learn than in a traditional classroom setting because students can learn at their own pace, going back and re-reading, skipping, or accelerating through concepts as they choose.

Nevertheless, the effectiveness of online learning varies amongst age groups. The general consensus on children, especially younger ones, is that a structured environment is required , because kids are more easily distracted. To get the full benefit of online learning, there needs to be a concerted effort to provide this structure and go beyond replicating a physical class/lecture through video capabilities, instead, using a range of collaboration tools and engagement methods that promote “inclusion, personalization and intelligence”, according to Dowson Tong, Senior Executive Vice President of Tencent and President of its Cloud and Smart Industries Group.

Since studies have shown that children extensively use their senses to learn, making learning fun and effective through use of technology is crucial, according to BYJU's Mrinal Mohit. “Over a period, we have observed that clever integration of games has demonstrated higher engagement and increased motivation towards learning especially among younger students, making them truly fall in love with learning”, he says.

A changing education imperative

It is clear that this pandemic has utterly disrupted an education system that many assert was already losing its relevance . In his book, 21 Lessons for the 21st Century , scholar Yuval Noah Harari outlines how schools continue to focus on traditional academic skills and rote learning , rather than on skills such as critical thinking and adaptability, which will be more important for success in the future. Could the move to online learning be the catalyst to create a new, more effective method of educating students? While some worry that the hasty nature of the transition online may have hindered this goal, others plan to make e-learning part of their ‘new normal’ after experiencing the benefits first-hand.

The importance of disseminating knowledge is highlighted through COVID-19

Major world events are often an inflection point for rapid innovation – a clear example is the rise of e-commerce post-SARS . While we have yet to see whether this will apply to e-learning post-COVID-19, it is one of the few sectors where investment has not dried up . What has been made clear through this pandemic is the importance of disseminating knowledge across borders, companies, and all parts of society. If online learning technology can play a role here, it is incumbent upon all of us to explore its full potential.

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Essay On Online Education: In 100 Words, 150 Words, and 200 Words

• Updated on  
• December 13, 2024

Online education has emerged as a significant transformation in the global education landscape, particularly in the wake of the COVID-19 pandemic . This essay explores the various facets of online education, from its inception to its advantages and disadvantages and its impact on learners and educators alike. The evolution of online education presents a new horizon for accessible and flexible learning .

Table of Contents

• 1 Paragraph on Online Education in 100 words
• 2 Essay on Online Education in 150 words
• 3 Essay on Online Education in 250 words
• 4 Short Essay on Online Education

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Paragraph on Online Education in 100 words

Online education is a modern educational pattern where students access instructional content through the internet. This innovative approach has gained immense popularity, especially after the pandemic. Due to its convenience and adaptability, individuals are more inclined towards this way of learning and teaching. It has enabled students of all ages to acquire knowledge from the comfort of their homes crossing all the geographical barriers. Online education offers a diverse range of courses and resources and fosters continuous learning. However, it also presents challenges, such as dependency on technology and potential disengagement from the physical world.

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Essay on Online Education in 150 words

Online education marks a revolutionary shift in how we acquire knowledge. It harnesses the power of the internet to deliver educational content to students, making learning more flexible and accessible. Technology advancements have accelerated the development of online education, enabling educational institutions to provide a wide range of courses and programmes through digital platforms.

One of the primary advantages of online education is its ability to cater to a diverse audience, regardless of geographical location or physical limitations. It reduces the need for travelling to study and offers a cost-effective alternative to traditional classroom learning. However, online education also comes with its challenges. It requires self-discipline and motivation as students often learn independently. Additionally, prolonged screen time can have adverse effects on students’ physical and mental well-being, potentially leading to social disconnection. Online education is a smart way to impact education but its benefits and consequences should be measured well.

Essay on Online Education in 250 words

Online education has witnessed remarkable growth in recent years, with the internet serving as the platform for delivering educational content. This transformation has been accelerated, especially in response to the global pandemic. Online education crosses all the boundaries of traditional learning, offering students the opportunity to acquire knowledge and skills from anywhere in the world.

One of the most compelling aspects of online education is its flexibility. Learners can access course materials and engage with instructors at their convenience, breaking free from rigid schedules. Moreover, this mode of education has expanded access to a vast array of courses, allowing individuals to pursue their interests and career goals without geographical constraints.

However, it’s important to acknowledge the challenges associated with online education. Limited face-to-face interaction can lead to feelings of isolation among the students. It demands a high degree of self-discipline, as students must navigate the coursework independently. Prolonged screen time can have adverse effects on health and may lead to a sense of disconnection from society. Technical issues can also hinder the online learning experience for some students. For underprivileged students, the access to Internet can be challenging.

In conclusion, online education represents a significant shift in how we approach learning. It offers unprecedented access and flexibility but also requires learners to adapt to a more self-directed approach to education. Striking a balance between the benefits and challenges of online education is key to harnessing its full potential. As technology continues to improve, online education will likely become an even more integral part of our educational landscape.

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Short Essay on Online Education

Find a sample essay on online education below:

Online education is a modern educational pattern where students access instructional content through the internet. This innovative approach has gained immense popularity, especially after the pandemic.

Advantages include flexibility, cost-effectiveness, accessibility, and the ability to learn at your own pace from anywhere.

An organised thought backed up by proof and examples is the key to writing a convincing essay. Create a clear thesis statement in the introduction, follow a logical order of points, and then summarise your main points.

Students, working professionals, and individuals looking to upskill or learn new hobbies can benefit from online education programs.

To improve readability, use clear and concise language, break your essay into paragraphs with clear topic sentences, and vary your sentence structure.

If you’re struggling to meet the word count, review your content to see if you can expand on your ideas, provide more examples, or include additional details to support your arguments. Additionally, check for any irrelevant information that can be removed.

The pandemic accelerated the adoption of online education worldwide, making it a primary mode of learning during lockdowns.

The future seems promising, with developments in virtual reality, artificial intelligence, and hybrid learning models improving accessibility and quality.

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• Published: 25 January 2021

Online education in the post-COVID era

• Barbara B. Lockee 1  

Nature Electronics volume  4 ,  pages 5–6 ( 2021 ) Cite this article

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The coronavirus pandemic has forced students and educators across all levels of education to rapidly adapt to online learning. The impact of this — and the developments required to make it work — could permanently change how education is delivered.

The COVID-19 pandemic has forced the world to engage in the ubiquitous use of virtual learning. And while online and distance learning has been used before to maintain continuity in education, such as in the aftermath of earthquakes 1 , the scale of the current crisis is unprecedented. Speculation has now also begun about what the lasting effects of this will be and what education may look like in the post-COVID era. For some, an immediate retreat to the traditions of the physical classroom is required. But for others, the forced shift to online education is a moment of change and a time to reimagine how education could be delivered 2 .

Looking back

Online education has traditionally been viewed as an alternative pathway, one that is particularly well suited to adult learners seeking higher education opportunities. However, the emergence of the COVID-19 pandemic has required educators and students across all levels of education to adapt quickly to virtual courses. (The term ‘emergency remote teaching’ was coined in the early stages of the pandemic to describe the temporary nature of this transition 3 .) In some cases, instruction shifted online, then returned to the physical classroom, and then shifted back online due to further surges in the rate of infection. In other cases, instruction was offered using a combination of remote delivery and face-to-face: that is, students can attend online or in person (referred to as the HyFlex model 4 ). In either case, instructors just had to figure out how to make it work, considering the affordances and constraints of the specific learning environment to create learning experiences that were feasible and effective.

The use of varied delivery modes does, in fact, have a long history in education. Mechanical (and then later electronic) teaching machines have provided individualized learning programmes since the 1950s and the work of B. F. Skinner 5 , who proposed using technology to walk individual learners through carefully designed sequences of instruction with immediate feedback indicating the accuracy of their response. Skinner’s notions formed the first formalized representations of programmed learning, or ‘designed’ learning experiences. Then, in the 1960s, Fred Keller developed a personalized system of instruction 6 , in which students first read assigned course materials on their own, followed by one-on-one assessment sessions with a tutor, gaining permission to move ahead only after demonstrating mastery of the instructional material. Occasional class meetings were held to discuss concepts, answer questions and provide opportunities for social interaction. A personalized system of instruction was designed on the premise that initial engagement with content could be done independently, then discussed and applied in the social context of a classroom.

These predecessors to contemporary online education leveraged key principles of instructional design — the systematic process of applying psychological principles of human learning to the creation of effective instructional solutions — to consider which methods (and their corresponding learning environments) would effectively engage students to attain the targeted learning outcomes. In other words, they considered what choices about the planning and implementation of the learning experience can lead to student success. Such early educational innovations laid the groundwork for contemporary virtual learning, which itself incorporates a variety of instructional approaches and combinations of delivery modes.

Online learning and the pandemic

Fast forward to 2020, and various further educational innovations have occurred to make the universal adoption of remote learning a possibility. One key challenge is access. Here, extensive problems remain, including the lack of Internet connectivity in some locations, especially rural ones, and the competing needs among family members for the use of home technology. However, creative solutions have emerged to provide students and families with the facilities and resources needed to engage in and successfully complete coursework 7 . For example, school buses have been used to provide mobile hotspots, and class packets have been sent by mail and instructional presentations aired on local public broadcasting stations. The year 2020 has also seen increased availability and adoption of electronic resources and activities that can now be integrated into online learning experiences. Synchronous online conferencing systems, such as Zoom and Google Meet, have allowed experts from anywhere in the world to join online classrooms 8 and have allowed presentations to be recorded for individual learners to watch at a time most convenient for them. Furthermore, the importance of hands-on, experiential learning has led to innovations such as virtual field trips and virtual labs 9 . A capacity to serve learners of all ages has thus now been effectively established, and the next generation of online education can move from an enterprise that largely serves adult learners and higher education to one that increasingly serves younger learners, in primary and secondary education and from ages 5 to 18.

The COVID-19 pandemic is also likely to have a lasting effect on lesson design. The constraints of the pandemic provided an opportunity for educators to consider new strategies to teach targeted concepts. Though rethinking of instructional approaches was forced and hurried, the experience has served as a rare chance to reconsider strategies that best facilitate learning within the affordances and constraints of the online context. In particular, greater variance in teaching and learning activities will continue to question the importance of ‘seat time’ as the standard on which educational credits are based 10 — lengthy Zoom sessions are seldom instructionally necessary and are not aligned with the psychological principles of how humans learn. Interaction is important for learning but forced interactions among students for the sake of interaction is neither motivating nor beneficial.

While the blurring of the lines between traditional and distance education has been noted for several decades 11 , the pandemic has quickly advanced the erasure of these boundaries. Less single mode, more multi-mode (and thus more educator choices) is becoming the norm due to enhanced infrastructure and developed skill sets that allow people to move across different delivery systems 12 . The well-established best practices of hybrid or blended teaching and learning 13 have served as a guide for new combinations of instructional delivery that have developed in response to the shift to virtual learning. The use of multiple delivery modes is likely to remain, and will be a feature employed with learners of all ages 14 , 15 . Future iterations of online education will no longer be bound to the traditions of single teaching modes, as educators can support pedagogical approaches from a menu of instructional delivery options, a mix that has been supported by previous generations of online educators 16 .

Also significant are the changes to how learning outcomes are determined in online settings. Many educators have altered the ways in which student achievement is measured, eliminating assignments and changing assessment strategies altogether 17 . Such alterations include determining learning through strategies that leverage the online delivery mode, such as interactive discussions, student-led teaching and the use of games to increase motivation and attention. Specific changes that are likely to continue include flexible or extended deadlines for assignment completion 18 , more student choice regarding measures of learning, and more authentic experiences that involve the meaningful application of newly learned skills and knowledge 19 , for example, team-based projects that involve multiple creative and social media tools in support of collaborative problem solving.

In response to the COVID-19 pandemic, technological and administrative systems for implementing online learning, and the infrastructure that supports its access and delivery, had to adapt quickly. While access remains a significant issue for many, extensive resources have been allocated and processes developed to connect learners with course activities and materials, to facilitate communication between instructors and students, and to manage the administration of online learning. Paths for greater access and opportunities to online education have now been forged, and there is a clear route for the next generation of adopters of online education.

Before the pandemic, the primary purpose of distance and online education was providing access to instruction for those otherwise unable to participate in a traditional, place-based academic programme. As its purpose has shifted to supporting continuity of instruction, its audience, as well as the wider learning ecosystem, has changed. It will be interesting to see which aspects of emergency remote teaching remain in the next generation of education, when the threat of COVID-19 is no longer a factor. But online education will undoubtedly find new audiences. And the flexibility and learning possibilities that have emerged from necessity are likely to shift the expectations of students and educators, diminishing further the line between classroom-based instruction and virtual learning.

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The rapid shift to online learning during the COVID-19 pandemic has significantly influenced educational practices worldwide and increased the use of online learning platforms. This systematic review examines the impact of online learning on student engagement and performance, providing a comprehensive analysis of existing studies. Using the Preferred Reporting Items for Systematic review and Meta-Analysis (PRISMA) guideline, a thorough literature search was conducted across different databases (PubMed, ScienceDirect, and JSTOR for articles published between 2019 and 2024. The review included peer-reviewed studies that assess student engagement and performance in online learning environments. After applying inclusion and exclusion criteria, 18 studies were selected for detailed analysis. The analysis revealed varied impacts of online learning on student performance and engagement. Some studies reported improved academic performance due to the flexibility and accessibility of online learning, enabling students to learn at their own pace. However, other studies highlighted challenges such as decreased engagement and isolation, and reduced interaction with instructors and peers. The effectiveness of online learning was found to be influenced by factors such as the quality of digital tools, good internet, and student motivation. Maintaining student engagement remains a challenge, effective strategies to improve student engagement such as interactive elements, like discussion forums and multimedia resources, alongside adequate instructor-student interactions, were critical in improving both engagement and performance.

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1 Introduction

Online learning also referred to as E-learning or remote learning is essentially a web-based program that gives learners access to knowledge or information whenever needed, regardless of their proximity to a location or time constraints [ 1 ]. This form of learning has been around for a while, it started in the late 1990s and it has advanced quickly. It has been considered a good choice, particularly for adult learners [ 2 ].

Online education promotes a student-centred approach, whereby students are expected to actively participate in the learning process. The digital tools used in online learning include interactive elements, computers, mobile devices, the internet, and other devices that allow students to receive and share knowledge [ 3 ]. Different types of online learning exist, such as microlearning, individualized learning, synchronous, asynchronous, blended, and massive open online courses [ 2 ]. Online learning offers several advantages to students, such as its adaptability to individual needs, ease, and flexibility in terms of involvement. With user-friendly online learning applications on their personal computers (PCs) or laptops, students can take part in their online courses from any convenient place, they can take specific courses with less time and location restrictions [ 4 ].

Learning experiences and academic success of students are some of the difficulties of online education [ 5 ]. Furthermore, while technology facilitates accessibility and ease of use of online learning platforms, it can also have restrictive effects, where many students struggle to gain internet access [ 6 ], in turn causes problems with participation and attendance in virtual classes, which makes it difficult to adopt online learning platforms [ 7 ]. Other issues with e-learning include educational policy, learning pedagogy, accessibility, affordability, and flexibility [ 8 ]. Many developing countries have substantial issues with reliable internet connection and access to digital devices, especially among economically backward children [ 9 ]. Maintaining student engagement in an online classroom can be more difficult than in a traditional face-to-face setting [ 10 ]. Even with all the advantages of online learning, there is reduced interaction between students and course facilitators. Another barrier to online learning is the lack of opportunities for human connection, which was thought to be essential for creating peer support and creating in-depth group discussions on the subject [ 11 ].

Over the past four years, COVID-19 has spread over the world, forcing schools to close, hence the pandemic compelled educators and learners at every level to swiftly adapt to online learning to curb the spread of the disease while ensuring continuous education [ 12 ]. The emergence of the pandemic rendered traditional face-to-face teaching and training methods unfeasible [ 13 ]. Some studies [ 14 , 15 , 16 ] acknowledged that the move to online learning was significant and sudden, but that it was also necessary to continue the learning process. This abrupt change sparked an argument regarding the standard of learning and satisfaction with learning among students [ 17 ].

While there are similarities between face-to-face (F2F) and online learning, they still differ in several ways [ 18 ], some of the similarities are: prerequisites for students include attendance, comprehension of the subject matter, turning in homework, and completion of group projects. The teachers still need to create curricula, enhance the quality of their instruction, respond to inquiries from students, inspire them to learn, and grade assignments [ 19 ]. One difference between online learning and F2F learning is the fact that online learning is student-centred and necessitates active learning while F2F learning is teacher-centred and demands passive learning from the student [ 19 ]. Another difference is teaching and learning has to happen at the same time and location in face-to-face learning, while online learning is not restricted by time or location [ 20 ]. Online learning allows teaching and learning to be done separately using internet-based information delivery systems [ 21 ].

Finding more efficient strategies to increase student engagement in online learning settings is necessary, as the absence of F2F interactions between students and instructors or among students continues to be a significant issue with online learning [ 20 ]. Student engagement has been defined as how involved or interested students appear to be in their learning and how connected they are to their classes, their institutions, and each other [ 22 ]. Engagement has been pointed out as a major dimension of students’ level and quality of learning, and is associated with improvement in their academic achievement, their persistence versus dropout, as well as their personal and cognitive development [ 23 ]. In an online setting, student engagement is equally crucial to their success and performance [ 24 ].

Change in learning delivery method is accompanied by inquiries when assessing whether online education is a practical replacement for traditional classroom instruction, cost–benefit evaluation, student experience, and student achievement are now being carefully considered [ 19 ]. This decision-making process will most likely continue if students seek greater learning opportunities and technological advances [ 19 ].

An individual's academic performance is significant to their success during their time in an educational institution [ 25 ], students' academic achievement is one indicator of their educational accomplishment. However, it is frequently seen that while student learning capacities are average, the demands placed on them for academic achievement are rising. This is the reason why the student's academic performance success rate is below par [ 25 ].

Numerous authors [ 11 , 13 , 18 , 26 , 27 , 28 , 29 ] have examined how students and teachers view online learning, but it is still important to understand how much students are learning from these platforms. After all, student performance determines whether a subject or course is successful or unsuccessful.

The increase in the use of online learning calls for a careful analysis of its impact on student performance and engagement. Investigating the online learning experiences of students will guide education policymakers such as ministries, departments, and agencies in both the public and private sectors in the evaluation of the potential pros and cons of adopting online education against F2F education [ 30 ]

Given the foregoing, this study was carried out to; (1) investigate the online learning experiences of students, (2) review the academic performance of students using online learning platforms, and (3) explore the levels of students’ engagement when learning using online platforms.

2 Methodology

The study was conducted using the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) guidelines [ 31 ].

2.1 Search strategy and databases used

PubMed, ScienceDirect, and JSTOR were databases used to search for articles using identified search terms. The three data bases were selected for their extensive coverage of health sciences, social sciences and educational articles. The articles searched were between the years 2019–2024, this is because online learning became popular during the COVID-19 pandemic which started in 2019. Only English, open-access, and free full-text articles were selected for review, this is to ensure that the data analysed are publicly available to ascertain transparency and reproducibility of the review. The search was carried out in February 2024. The search strategy terms used are shown in Table  1 .

2.2 Inclusion and exclusion criteria

Articles included for review were studies conducted on students enrolled in any field in a higher institution. Only articles in English language that were published between 2019 and 2024 which assessed student performance and engagement were included.

Articles excluded are studies involving pupils (students in primary school), articles not written in English language, and those published before 2019. Also, studies that did not follow the declaration of Helsinki on research ethics and without clear evidence of ethical consideration and approval were excluded.

2.3 Search outcomes

A total of 1078 articles were obtained from the databases searched. Four articles were duplicated and eliminated from the review. After the elimination of duplicates, titles, and abstracts were used to evaluate the remaining 1074 articles. These articles were screened based on the inclusion criteria, a total of 1052 studies were excluded after reading the titles and abstracts. Complete texts of 22 articles were read and four were found to be irrelevant to the review, a total of 18 articles were used for the systematic review.

The PRISMA flowchart shown in Fig.  1 illustrates the procedure used to screen and assess the articles.

A PRISMA flow chart of studies included in the systematic review

2.4 Data analysis

A data synthesis table was developed to collect relevant information on the author, year study was conducted, study design, study location, sample methodology, sample size, population, assessment tool, findings on student performance and student engagement, other findings, and limitations. Data was collected about whether students’ performance and engagement improved or declined following the introduction of online learning in their education. Data about the extent of the improvement or decline was also collected.

2.5 Quality appraisal

A quality assessment was carried out using the Critical Appraisal Skills Programme (CASP) developed to appraise systematic reviews. The checklist was used to analyse the included articles.

The characteristics of the 18 articles included in the study are presented in Table  2 . Ten (55.6%) were cross-sectional studies [ 2 , 10 , 12 , 13 , 29 , 32 , 33 , 34 , 35 , 36 ], three (16.7%) were mixed methods studies [ 18 , 26 , 37 ], two (11.1%) were quasi-experimental and longitudinal studies [ 3 , 38 , 39 , 40 ], and one (5.5%) was a qualitative study [ 41 ].

The population involved in the study was a mix of students from various fields and departments, including medical, nursing, pharmacy, psychology, students taking management courses, and engineering students [ 3 , 12 , 13 , 18 , 29 , 32 , 34 , 35 , 38 , 39 , 41 ]. Other students were undergraduates from different fields that were not mentioned [ 2 , 10 , 26 , 33 , 36 , 37 , 40 ].

Study outcomes were categorized using three categories; student performance, student engagement, and studies that measured both student performance and engagement.

The summary of findings from the included studies are presented in Table  3 . Questionnaire surveys were mostly used across all the studies, however, one study used focus group discussions [ 41 ] and another study used a checklist to collect administrative data from student registers [ 40 ]. Study designs used in the included studies are cross-sectional, mixed methods, quasi-experimental, qualitative, and longitudinal. Studies were included from various countries across all six continents, countries in Asia constituted most of the studies (n = 7), Europe (n = 5), North America (n = 2), South America, Africa, and Australia all had one country represented in the study location.

3.1 Students’ performance

The impact of online learning on student performance was documented in thirteen studies [ 3 , 10 , 12 , 13 , 18 , 26 , 32 , 33 , 34 , 36 , 38 , 39 , 40 ]. In the study conducted by Elnour et al. [ 12 ], about half of the respondents strongly agreed that online learning had a negative impact on their grades in comparison to when they were attending face-to-face classes, two other studies had similar findings where students reported a decline in their grades during online learning [ 34 , 40 ].

Two studies experimented to compare grades achieved by students taking online classes (experimental group) with students taking face-to-face classes (control group) and found that those in the experimental group scored higher during examinations than those in the control group [ 38 , 39 ]. Nine studies included in this review showed a positive impact of online learning on student performance [ 3 , 10 , 13 , 26 , 32 , 33 , 36 , 38 , 39 ] students reported getting higher scores during examinations when they switched to online learning.

Two studies measured the performance of students before online learning and during online learning [ 3 , 40 ]. Both studies had varying findings, one of the studies found that when students started learning online, their grades improved on average from 4.7/10 to 5.15/10 and dropped to 4.6/10 when they went back to face-to-face learning [ 3 ], while another study used students' registers to capture their grades before online learning and when they started studying online and found that the switch to online learning led to a lesser number of credits obtained by the students [ 40 ].

3.2 Students’ engagement

Student engagement during online learning was reported in ten of the reviewed articles [ 2 , 10 , 12 , 13 , 18 , 29 , 35 , 36 , 37 , 41 ]. Students reported the negative effect of online learning on engagement with their peers and teachers. Nonetheless, in one of the studies [ 18 ], the respondents reported that online learning did not affect engagement with their lecturers, even though they felt least engaged with their peers. Students reported the effect of isolation when they were studying and taking classes online in comparison to when they had face-to-face learning [ 2 , 41 ], they revealed that the abrupt switch did not allow them to understand and adapt to the new form of learning and it led to feelings of isolation and separation from their classmates and teachers [ 2 ]

For science-based courses, students reported concern about carrying out practical classes, as studying online did not grant them the opportunity to effectively carry out practical [ 18 ]. Also, medical students reported dissatisfaction in interacting with their patients, which led to less engagement and connection [ 13 ]. One of the studies reviewed stated the role of engagement in increasing student performance over time, students stated that when they interact and engage with their teams and lecturers, they tend to perform better in their examinations [ 18 ].

4 Discussion

This study aimed to examine the impact of online learning on students' academic performance and engagement. The results underscore the varied impacts of online learning on student performance and engagement. While some students benefited from the flexibility and new opportunities presented by online learning, others struggled with the lack of direct interaction and practical engagement. This suggests that while online learning has potential, it requires careful implementation and support to address the challenges of engagement and practical application, particularly in fields requiring hands-on experience.

Majority of the articles in this review showed that online learning did not negatively affect the academic performance of students, though the studies did not have a standardized method of measuring their performance before online learning and during studying online, most of the survey was based on the students' perceptions. These findings support the findings of other studies that reported an increase in students' grades when they studied online [ 42 , 43 , 44 ]. Possible reasons highlighted for the increase in performance include the availability of recorded videos; students were able to study and listen to past teachings at their own pace and review course content when necessary. This enabled them to manage their time better and strengthen their understanding of complex materials and courses. Also, the use of computers and the availability of good internet connectivity were major reasons emphasized by students in helping them achieve good grades. The incorporation of digital tools like interactive quizzes, recorded videos, and learning management systems (LMS) provided students an interesting avenue to learn, which enhanced their academic performance [ 45 ]. Many students found that independent learning was suitable and matched their unique learning style better than F2F learning, this could be another reason for the improvement in their grades.

Despite reporting good grades with online learning, students still felt unsatisfied with this mode of learning, they reported bad internet connectivity, especially in studies conducted in Africa and Asia [ 1 , 13 ]. Furthermore, there were no academic performance variations between rural and urban learners [ 46 ], this finding varied with the finding of Bacher et al. [ 47 ] who stated that students in rural communities will require more support to bridge the academic gap experienced with their peers who live in urban settings. Another author compared the impact of environmental conditions at home and student academic performance, and it was found that students who had poor lighting conditions or those who were exposed to noisy environments performed poorly, this suggests that online learners need proper indoor lighting, ventilation, and a quiet environment for proper learning [ 42 ]

However, one of the studies found that online learning reduced the academic grades of the students, this could be because of the use of smartphones in carrying out examinations instead of using computers, and inexperience with the use of the Learning Management System (LMS) [ 34 ].

A lot of implications can arise as a result of improved performance among students due to a shift from F2F to online learning platforms. For students, it can increase confidence and contentment [ 48 ], but because of the dependence on technology, students also need to learn time management skills and self-discipline [ 49 ] which are essential for success in an online environment. Families may feel less stressed about their children’s academic success, but this might also result in more pressure to sustain these outcomes [ 50 ], particularly if the progress is linked directly to online learning. More educated citizens will benefit from increased academic performance through an increase in rates of employment and economic growth [ 51 ], but unequal access to technology could make the divide between various socioeconomic classes more pronounced. Furthermore, improved student performance has the potential to elevate the overall quality of the workforce, accelerating economic growth and competitiveness in the global market [ 52 ]. However, disparities in online learning must be addressed to guarantee that every student has an equal chance of success.

In terms of student engagement, similar findings were seen across the reviewed articles, most students reported that online learning was less engaging, and they could not associate with their peers or lecturers which made them feel self-isolated. This finding has been supported by Hollister et al. [ 43 ] where students complained of less engagement in online classes despite attaining good grades, they missed the spontaneous conversations and collaborations that are typical in a classroom setting. Motivation is an important element in both online and offline learning, students need self-motivation for overall learning outcomes [ 44 ]. Findings from this review indicate that students who reported being able to engage with their teams and lecturers actively attribute their success to self-motivation. Also, Cents-Boonstra et al. [ 53 ] investigated the role of motivating teaching behaviour and found that teachers who offered support and guidance during learning had more student engagement in comparison to teachers who did not offer any support or show enthusiasm for teaching. Courses that previously required hands-on experiences, like clinical practice or laboratory work, was challenging to conduct online, medical students expressed dissatisfaction with not being able to conduct practical sessions in the laboratory or interact effectively with their patients, this made learning online an isolating experience. Their participation dropped as a result of the separation between the theoretical and practical components of their education. This supports the finding of Khalil et al. [ 54 ] where medical students stated that they missed having live clinical sessions and couldn’t wait to go back to having a F2F class. Major barriers to participation included a lack of personal devices, and, inconsistent internet access, especially in rural or low-income areas. These barriers made it difficult for students to participate fully in online classes and also made them feel more frustrated and disengaged. This is similar to a study by Al-Amin et al. [ 11 ] where tertiary students studying online complained of less engagement in classroom activities.

Generally, students reported a negative effect of online learning on their engagement. This could be a result of poor technology skills, unavailability of personal computers or smartphones, or lack of internet services [ 55 ].

In a study conducted by Heilporn et al. [ 56 ], the author examined strategies that can be used by teachers to improve student engagement in a blended learning environment. Presenting a clear course structure and working at a particular pace, engaging learners with interactive activities, and providing additional support and constant feedback will help in improving overall student engagement. In a study by Gopal et al. [ 57 ], it was found that quality of instructor and the ability to use technological tools is an important element in influencing students engagement. The instructor needs to understand the psychology of the students in order to effectively present the course material.

A decrease in student engagement can have a detrimental effect on their entire educational experience, this can affect motivation and satisfaction. In the long-term, this could lead to decreased academic achievement and increased dropout rates [ 58 ]. To maintain students' motivation and engagement, families might need to put in extra effort especially if they simultaneously manage the online learning needs of numerous children [ 59 ]. This can result in additional stress or financial constraints in purchasing technological tools. In addition, for students studying online, it results in a less unified learning environment, which may diminish community bonds, and instructors will find it difficult to assist disengaged and potentially falling behind students [ 60 ].

The contrast between positive student performance and negative student engagement suggests that while online learning is a useful approach, it is less successful at fostering the interactive and social aspects of education. Online learning must include interactive components like discussion boards, and group projects that will enable in-person communication [ 61 ]. Furthermore, it is essential to guarantee that students have access to sufficient technology tools and training to enable them participate fully.

Some learners found it difficult to give the benefits of learning online, but none failed to give the benefits of face-to-face learning. In a study by Aguilera-Hermida [ 6 ], college students preferred studying in a physical classroom against studying online, they also found it hard to adapt to online classes, this decreased their level of participation and engagement. Also, an increase in good grades might be a result of cheating behaviours [ 3 ], given that unlike face-to-face learning where teachers are present to invigilate and validate that examinations were individual-based, for online learning it is difficult to determine if examinations were truly carried out by the students, giving students the option to share their answers with classmates or obtain them from internet resources. The studies did not state if measures were put in place to ensure exams taken online were devoid of cheating by the students.

Furthermore, online learning is here to stay, but there is a need for planning and execution of the process to mitigate the issue of students engaging effectively. Ignorance of this could put the possible advantages of this process in danger [ 62 ].

4.1 Limitations

A major limitation of this systematic review is the paucity of studies that objectively measured performance and engagement in students before and after the introduction of online learning. Findings in fourteen (78%) of the included articles were self-reported by the students which could lead to recall and/or desirability bias. In addition, the lack of uniform measurement or scale for assessing students’ performance and engagement is also a limitation. Subsequently, we suggest that standardized study tools should be developed and validated across various populations to more accurately and objectively evaluate the impact of the introduction of online learning on students’ performance and engagement. More studies should be conducted with clear pre- and post-intervention measurements using different pedagogical approaches to access their effects on students’ performance and engagement. These studies should also design ways of measuring indicators objectively without recall or desirability biases. Furthermore, the exclusion of studies that are not open access as well as publication bias for articles not published in English language are also limitations of this study.

5 Conclusion

The switch to online learning had both its advantages and disadvantages. The flexibility and accessibility of online platforms have played a major role in the enhancement of student performance, yet the decline in engagement underscores the need for more efficacious strategies to promote engagement. Online learning had a positive impact on student performance, most of the students reported either an increase or no change in grades when they changed to learning online. Only three studies stated a decline in student performance. Overall, students felt with online learning, they could not engage with their peers, teams, and teachers. They had a feeling of social isolation and felt more engagement would have improved their performance better. Schools and policymakers must develop strategies to mitigate the challenge of student engagement in online learning. This is necessary to prepare institutions for potential future pandemics which will compel reliance on online learning, this is critical for maintaining student satisfaction and overall learning outcomes.

In summary, online learning has the capacity to enhance academic achievement, but its effectiveness depends on effectively resolving the barriers associated with student involvement. Future studies should examine the long-term effects of online learning on student's performance and engagement with emphasis on creating strategies to improve the social and interactive components of the learning process. This is essential to guarantee that, in the future, online learning will be a viable and productive educational medium not just a band-aid fix during emergencies like the COVID-19 pandemic.

Data availability

The articles used for this systematic review are all cited and publicly available.

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Akpen, C.N., Asaolu, S., Atobatele, S. et al. Impact of online learning on student's performance and engagement: a systematic review. Discov Educ 3 , 205 (2024). https://doi.org/10.1007/s44217-024-00253-0

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The impact of the COVID-19 pandemic on students’ future online education behaviour

Luiela magdalena csorba, dan-cristian dabija.

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Received 2023 Jul 22; Revised 2024 Oct 12; Accepted 2024 Oct 17; Collection date 2024 Oct 30.

This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/).

The COVID-19-related pandemic has affected education hugely, particularly in terms of the massive shift towards online teaching and learning. Higher education students and professors have faced new challenges, which might improve future online education behaviour, based on online education experience and learning, and pedagogical strategies during the COVID-19 pandemic.

Objective/Aim

The aim of this paper is to explore the views of Romanian students towards a possible future online education, highlighting their perceptions regarding the efficacy of digital online learning/pedagogical strategies and of the technological infrastructure, using as support theory the Input-Environment-Outcomes (I-E-O) model.

Methods/Instruments

An empirical quantitative-based investigation was implemented; data being collected from almost 800 students in business and economics. Based on the proposed conceptual model, data were analysed with structural equations modelling via SmartPLS 3.0.

The novelty of the paper is that it tries to address students’ perceptions regarding the future of online education, by using a few constructs, some of them validated in the literature, in order to establish pertinent links between these and the future of digital education. Results reveal that Romanian students prefer face-to-face teaching rather than online courses.

Conclusions/implications

In crisis situations, digital education might be the proper solution for future education, as it ensures effective education through efficient teaching-learning strategies and an advanced technological infrastructure.

Keywords: Online education, Future online education, Pandemic, Online behaviour

1. Introduction

The COVID-19 pandemic that hit the world at the end of 2019 has brought significant changes for organisations and people, redefining boundaries, and forcing everyone to cope with the new situation [ 1 ]. Education had to change overnight due to the numerous lockdowns between 2020 and 2022 [ 2 ], switching almost instantly from face-to-face to hybrid or online education [ 3 ], as universities had to take rapidly efficient measures to protect their students and professors from the infectious disease [ 4 ].

The transition from a traditional, teacher-centred education to a digital, student-centred online education has generated stress, frustration, anxiety, and fear among all the involved participants [ [5] , [6] , [7] ]. Although online education has been practised since the mid-1950s by the University of London [ 8 ], this non-traditional study approach has grown and developed massively, mainly due to the social distancing restrictions encountered in the recent COVID-19 pandemic [ 9 ]. Technological advancement indubitably helped to improve the speed and accessibility of distance and online education courses [ 10 ], as teaching and learning became dependent on a variety of media platforms and/or programmes (Zoom, Skype, Google Meets, Moodle, or other open sources developed in-house by universities). Teachers and students had to master these new platforms and learn how to use and interact with them [ 11 ], and also to conduct administrative and/or online scientific research activities [ 12 ]. The transition to digital education was difficult, especially as it was not clear how long such online activities would last within the universities, or the extent to which digital education would be accepted or assimilated, primarily by students [ 4 , 13 ]. Even today, it is not known whether fully digital education will remain a thing of the past or is a product of the future. If the future of higher education remains digital, one might ask to what extent will students identify with this new type of education?

Recent literature has paid little attention to students' future online education behaviour, the author's findings being different and subjective. Researchers revealed that students had positive or negative perceptions about online teaching and learning during the pandemic, some wanting to continue with online education [ 14 ], some of them not [ 15 , 16 ]. Literature [ 17 ] analysed Chinese students' habits, establishing a direct link between the acceptance of digital education and student satisfaction. A digitalized education, able to offer a better learning environment was, during the pandemic, a guarantee of student satisfaction. A satisfied student will switch, without difficulty, from offline to online education, having a higher intention to follow digital education. However, future online behaviour in the post-pandemic period was not the purpose of the research of [ 17 ]. German students found difficult the need to adapt to online education (teaching and learning), leading some of them to dropout from school [ 15 ]. Russian students did not agree with online education [ 18 ], but Chinese students showed positive online future behaviour based on the past experience gained through the need to study from home during the COVID-19 pandemic [ 19 ]. Because it is expected that online education will continue to grow worldwide, higher education institutions must rethink their online strategies and digital pedagogy in the post-pandemic period [ 20 , 21 ].

Literature is quite scarce about the future of digital education. To cover this research gap, taking stock of the online learning and pedagogical strategies experienced during the COVID-19 pandemic, and exploring the Romanian students’ future online education behaviour based on the experience gained during the numerous COVID-19 lockdowns an empirical quantitative based investigation was implemented. The emergence of the pandemic and the obligation to switch to online education meant for students from all over the world, a complete reversal of the situation compared to the classical way of teaching. In the pre-pandemic period, online education was only an exception, but due to COVID-19, universities were forced to resort to online education [ 13 ]. This implied not only a sudden transition of teachers from the usual teaching method to the online one, but also the obligation of the universities to develop technical capacities and specific platforms to support this new type of education [ 9 ]. Universities have invested massively in the workforce to generate and strengthen the competences of teaching staff, so that they can face this new type of education. Administrative services within universities, which support the educational service, were forced to switch to remote work, to preserve and increase the quality of the education system [ 10 ].

As the research scope is to explore Romanians students perspectives towards a possible future online education, highlighting their perceptions regarding the efficacy of digital online learning/pedagogical strategies and of the technological infrastructure, it must emphasized the fact that, due to the pandemic, many universities continue to use the advantages of online education and implicitly the technical resources, but only as a complement or support for traditional education. It must be also highlight the fact that in certain situations, online teaching-learning activities are still allowed, e.g. the teaching staff is away for a certain period of time and there is no substitute; the teaching staff is on medical leave and teaches online; there is no staff at location X of the university and then a substitute from another campus is used, who teaches online; the need to participate in the defence of a doctoral thesis by a commission from very distant geographical locations etc. Therefore, it is necessary to study both, the availability of students to participate in online courses especially in the conditions where online education does not allow direct socialization, as well as their perception regarding the future of online education.

The authors decided to choose Romania because it is a relevant country for the research context, due to the high-quality digital infrastructure and internet connectivity, Romanians being heavy internet users and new technology adopters [ 22 ]. The contribution of the analysis is, first of all, that it deals with an evaluation of Romanian business and economics students' perceptions on the effectiveness of online education during the COVID-19 pandemic; secondly, it deals with a new topic for this emerging country: students’ future online education behaviour. Furthermore, the way in which the constructs are placed in the research model, the links between them and the proposed relationships, are a novelty for Romania, and a substantial contribution to the literature. The constructs from the conceptual model are grouped into the three components of the I-E-O (Input-Environment-Outcomes) theory, as follows: online education risks, pandemic fear, digital skills and technological infrastructure are the inputs, online learning and pedagogical strategies are the environment, while the present, but mostly the future of online education behaviour are the outcomes.

The paper is structured as follows: after the introduction, Section 2 contains a review of the literature on the relevant concepts regarding online education during the COVID-19 pandemic in the context of the I-E-O theory, as well as the hypotheses and the conceptual model. Section 3 presents the research methodology employed, while Section 4 continues with the presentation of the results, and Section 5 with the discussion. The paper ends with the conclusions, consisting of the theoretical and managerial implications, as well as limitations and future research perspectives.

2. Literature review: founding theory, hypotheses and conceptual model development

2.1. the input-environment-outcomes (i-e-o) theory.

Since the official end of the COVID-19 pandemic (2022), quite many researchers have approached in their papers the impact of the health crisis within a higher education context [ [23] , [24] , [25] , [26] ], but only a few are based on the Input-Environment-Outcomes (I-E-O) theory. In 1984, Astin [ 27 , 28 ] developed a theory regarding the student's involvement in higher education, based on several principles: how academic environment influences students' development, being able to embrace principles from different sources, such as psychoanalysis and classical learning theory. By students' involvement the author means how much energy students use to devote to academic experience [ 27 ]. For example, a highly involved student spent a lot of time and energy in online learning during the lockdowns of the COVID-19 pandemic, while an uninvolved student neglected the studies and the whole online teaching-learning activity. Astin's I-E-O (Input-Environment-Outcome) model used to evaluate academic success, implicitly students' satisfaction, highlighting the effectiveness of educational policies and strategies [ 28 ]. In Astin's opinion the inputs are the student-related characteristics, the environment consists of the institutional experience and the outcomes refers to satisfaction and academic achievement. The purpose of this theory is to ensure the increase of student satisfaction through different ways and means. Since the appearance of this conceptual model, it has been used in numerous studies seeking to improve students learning outcomes in higher education [ 29 ]. Literature [ 30 ] built the model as follows: as inputs were considered the students characteristics such as personal expectations and knowledge value, the environment was made up of all the experiences, interactions, programs, and other aspects of the e-learning climate that students were exposed to, and finally the outcomes were students' satisfaction. The results of the research are useful recommendations for the implementation of e-learning classes in the post-pandemic period. Furthermore, the study approves the importance of Astin's I-E-O model, showing that the online learning environment can generate student's satisfaction, if all involved parties converge in this direction [ 30 ]. Recent research [ 31 ] conducted a similar study in Indonesian Universities, concluding that great attention must be paid on student's motivation, student's previous achievements, learning facilities and class size, as major inputs able to improve the students' accounting competencies. The environment represented by student engagement is also of great importance [ 31 ].

Literature [ 32 ] outlines the student's involvement in university inside and outside of the classroom during the 19-COVID pandemic, behaviour which confirms the results of Astin's research. The findings showed how much student's behaviour changed during the COVID-19 pandemic due to the numerous lockdowns negatively impacted student's participation in the classroom; their behaviour changed in a negative sense, hindering their life development as individuals because of the lack of social connections, of inappropriate housing conditions for home office activities, and of the decrease in enthusiasm and concentration. Another research based on Astin's I-E-O model [ 33 ] considered as inputs the students high school preparation, as environment the academic and the institutional support available to new students, and as outcomes the students' performance in tests and examinations. The results reveal that student's involvement in academic activities can be measured quantitative and qualitative. The quality of the students input, associated with their academic and family background have a major positive or negative impact on their outcomes. Combining students input, output and environment variables makes easier to predict students' performance in their learning environment [ 33 ].

This research draws up on the implementation of Astin's I-E-O model in the Romanian academic environment during the COVID-19 pandemic with the aid of different hypotheses, the inputs being online education risks, students pandemic fear, digital skills and technological infrastructure, the environment is reflected by the online learning and pedagogical strategies, while the outcomes are the students present and future online education behaviour.

2.2. Hypotheses and conceptual model development

Online education is based on a high rate of self-taught learning, displaying numerous advantages, and also challenges, with the potential to generate more in-depth discussions between participants, improving the quality of learning, encouraging wider student involvement, allowing better time management, a more effective, creative, and flexible modern way of teaching, and also the possibility of having access to recorded and/or teaching materials on learning platforms [ 34 ]. However, there are also some problems with digital education. Some students have adaptation difficulties and may feel isolated; they perceive behavioural and emotional obstacles in accepting technical innovations, e.g., teaching and learning platforms, or may be hindered by poor internet services or an inadequate family environment for studying at home. Some of them lament the lack of communication with colleagues and professors, or feel anxious, stressed, depressed, etc. [ 35 ]. These difficulties are considered as online education risks. Due to these risks and to other subjective factors faced by some students, student dropout rates have increased dramatically in recent years [ 36 ].

Among the risks, there are limitations to online education; for example, it fosters, to some extent, the anonymity of students, engendering a certain complexity in teaching materials preparation, and facilitating exam cheating [ [37] , [38] , [39] , [40] ]. For some students, online education represents a strong impediment to efficient teaching [ 10 , 41 ] as they quickly become tired, or suffer from concentration difficulties during online classes [ 42 ], thus necessitating more and intensive involvement [ 43 ]. To a certain extent, online education includes a degree of superficiality of teaching/learning and the alienation of students from school [ [44] , [45] , [46] , [47] ]. Online teaching and learning strategies must be effective, and designed to reduce the risks; otherwise, such risks will have a negative impact on the quality and success of digital education, which depends on how pedagogical strategies are implemented [ 48 ]. In Romania, students hope that online teaching and learning strategies are just a compromise solution that will only remain during or in the aftermath of the pandemic [ 49 ]. Therefore, the following hypotheses are to be stated:

H1 The risks of online education positively impact online learning and pedagogical strategies.

H2 The risks of online education positively influence students' online education behaviour.

Romanian students reacted differently to online education [ 50 ], depending on their level of proficiency in using online tools and platforms, their technical abilities to access online courses, and the manner in which educational activities are conducted. To be efficient recipients of online education, students need, in addition to technical skills and intuition, a good command of English, as different platforms are usually provided in the English language. They also need good time management and endurance to be able to post feedback and/or questions if content is unclear, or if the student-teacher interaction is not sufficient [ 51 ]. Students familiar with digitalization will have good e-learning abilities [ 52 , 53 ], although technical ability is sometimes challenging for professors [ 54 , 55 ].

When considering the technological background of online education, several advantages must be highlighted: quick access to “school from home” [ 45 ], improvement of digital skills [ 46 ], and fast interaction between students and teachers [ 47 , 48 ]. However, the quality of education students receive from online teaching is mainly dependent on their access to digital learning resources [ 34 , 49 ]. One big challenge is the ability of all stakeholders in online education to accept and manage advanced technology. Therefore, it is assumed that:

H3 Students' digital skills have a favourable impact on online learning and pedagogical strategies.

H4 Students' digital skills have a positive impact on online education behaviour.

Face-to-face teaching has numerous advantages compared to online classes, being more beneficial for knowledge transfer, for student-teacher interaction, as well as for getting rapid feedback to any questions raised [ 50 ]. Teachers can also assess by the gestures/facial expression of students whether they have understood the content, or if more explanation is necessary [ 51 ]. Face-to-face teaching also allows the implementation of boot camps and/or of workshops with company representatives, thus enabling knowledge co-creation and a just-in-time assessment of ideas and arguments [ 52 ]. Of course, online teaching and learning are heavily dependent on technology and the Internet [ 53 ], the existence of proper equipment, practice in digitalization, support and motivation, disruptions in this process leading to the lowering of participants’ interest [ 54 ]. Through the use of the Internet and different digitalized teaching methods, various online platforms have seen an unprecedented development. Technology and technological infrastructure ultimately saved the continuity of higher education during the COVID-19 pandemic, all over the world [ 55 ].

When the pandemic broke out, the technological infrastructure was not developed in most countries, teachers and students merely having the necessary skills and abilities to resort to the digital requirements. In many cases, the closure of universities found them largely unprepared; therefore, students became interested in the effectiveness of the technological infrastructure and platforms, and also in the pedagogical and psychological skills of the lecturers [ 67 , 68 ]. So, it can be postulated that:

H5 Technological infrastructure has a favourable impact on online learning and pedagogical strategies.

H6 Technological infrastructure has a favourable impact on online education behaviour.

The virus, lack of precise and sure treatment, and inexistence of any vaccinations in the first months of the COVID-19 pandemic generated not only a lot of stress, but also increased pandemic fear in populations [ 49 , 69 ]. Being relatively young and healthy, students’ COVID-19-related fear was less intense [ 70 , 71 ], but, of course, generated distress and discomfort [ 73 ], increasing their uncertainty level and perceived risk towards unknown situations [ 73 ]. On this basis, the following hypotheses are proposed:

H7 Pandemic fear had a positive influence on online learning and pedagogical strategies.

H8 Pandemic fear positively influenced online education behaviour.

H9 Pandemic fear positively influenced students' future online education behaviour.

The main disadvantages of online education refer to difficulties in learning content based on experimental or practical activities [ 74 ], lack of social interaction, and social isolation [ 75 , 76 ]. During the pandemic, students worldwide experienced adverse educational conditions, often having difficulty in keeping up with teaching staff or administrative requirements, or properly understanding and using synchronous teaching and learning [ 45 ]. In certain cases, this led to educational stress, exclusion, and social marginalisation [ 77 ].

Online degrees were traditionally more likely to be an option for the untypical students: mature, with multiple caring responsibilities, working lives etc., with the dropout rate being at least 20 % higher compared to on-campus students [ 54 ]. Besides the students’ problem of combining work and/or other activities with online teaching and learning, the high dropout rates are also explained by the fact that professors tended to disregard the importance of online teaching, being less involved in its delivery. It was also found that teaching staff often lacked online skills and experience in using different online platforms, not being able to properly design online courses or simply trying to use the same pedagogical approach for online teaching as for face-to-face teaching [ 54 ].

Are students motivated to continue studying if online teaching and learning will be the future of university education? University students' perception regarding the future of online education and how far they could adapt to digital education are controversial discussion topics [ 78 ], the results of the research in that vein being subjective. Even if it is difficult to look at online education as the education of the future, students nowadays are more satisfied with online teaching and learning [ 79 ]. Due to the pandemic experience, post-pandemic higher education has the possibility of following a hybrid arrangement [ 80 ]. In the opinion of [ 18 ] however, students do not agree with online education because of the difficulty in adapting, feeling the need for more complex, attractive, and socially appropriate online teaching strategies for students and professors. The COVID-19 pandemic accentuated the social risk raised by online education, leading to the intention to dropout and/or increasing students’ difficulty in coping with this educational form [ 15 ]. The following hypotheses are assumed:

H10 Online education behaviour has an impact on students' future online behaviour.

H11 Online learning and pedagogical strategies exert an impact on students' online education behaviour.

H12 Online learning and pedagogical strategies have an impact on future online education behaviour.

Based on these arguments, the conceptual model from Fig. 1 is proposed. This shows the connection between the studied constructs, being relevant in explaining students’ present and future online behaviour.

Conceptual model: Generating future online education behaviour during the COVID-19 pandemic.

In order to establish logical links between the effectiveness of online learning and teaching strategies and students’ future online education behaviour, the authors chose representative determinants, many already validated in the literature, but in different contexts (pandemic fear, digital skills, technological infrastructure, online education risks, and online educational strategies). Grouping the constructs in the figure below into the three elements of the I-E-O model, it can be highlighted that the inputs are given by online education risks, pandemic fear, digital skills and technological infrastructure, the environment is reflected by the online learning and pedagogical strategies, while the outcomes are the present and future online education behaviour.

3. Research methodology

3.1. research context.

In Romania, the first major lockdown completely shut down the traditional education system on March 17, 2020 [ 81 ], leading to an overnight transition, without prior digital education training. Adapting to the new conditions, both students and teaching staff had to deal with stress and underdeveloped infrastructure, but also to find solutions so that education was not lost entirely. Because a general fear of infection persisted, with no clear treatment against the virus, restrictions in the education sector remained until the Fall of 2020, educational institutions having to decide on their own how they would continue in the new academic year. Although hard sciences, including engineering and medicine, remained hybrid to some extent, soft sciences preferred online teaching and learning until March 2022, when overall restrictions were lifted [ 81 ].

The purpose of this research was to assess the future of digital education based on online education behaviour, online learning, and pedagogical strategies during the COVID-19 pandemic. In this respect, the authors resorted to an empirical investigation by means of a survey, using an online questionnaire addressed to Romanian business and economics students. Students from various Romanian higher education institutions took part in the online survey. Therefore, convenience sampling was preferred. The survey was carried out between April and July 2022, when all COVID-19-related restrictions were officially dropped [ 82 ]. The research respected the Ethical and Deontological Code of the Babeș-Bolyai University approved by the University Senate (Approval 632, 2013) [ 95 ], but also the Ethical Visa of the Babeș-Bolyai University (Ethical Visa, 2023) [ 96 ]. Furthermore, the data was collected under the framework of the project CNCS–UEFISCDI, Number PN-III-P4-PCE2021-0366. All respondents participated upon a voluntary basis, without offering any information that could trace their identity.

The questionnaire was based on the theoretical concepts depicted in Fig. 1 . All theoretical concepts were reflectively measured: online education risks, digital skills, technological infrastructure, online education behaviour, online learning and pedagogical strategies, future online education behaviour, and pandemic fear. Respondents had to assess on a five-point Likert scale the different statements that belonged to each of the studied concepts (see Table 1 ).

Scales and items.

Note: Factor loading >0.7 [ 84 ].

The theoretical model from Fig. 1 was analysed by means of structural equations using SmartPLS. In this vein, the measurement model was assessed, followed by the structural model and the relations between the concepts.

3.2. Sampling and data collecting

The study draws on empirical online quantitative research implemented through an online questionnaire distributed on various social media and learning platforms among student groups, through student organisations, and also by the authors themselves, during the COVID-19 pandemic. Sampling was done through convenience sample, with the aim of attracting as many students as possible. All questions had to be answered; otherwise, the online questionnaire could not be submitted. Participating in the research was voluntary, the respondents having the possibility of dropping completion of the questionnaire. The authors contacted more than 1,200 students, but only 854 responded. 57 questionnaires were incomplete, so in the end 797 responses were kept for further analysis. This leads to a response rate of about 66.4 %.

From a total of 797 people, 562 (70.5 %) were from urban areas, while 235 (29.5 %) lived in rural areas. While 187 people (23.5 %) belonged to Generation Y or Millennials (born between 1980 and 1994), 610 (76.5 %) belonged to Generation Z (born between 1995 and 2004). The average net monthly income declared by respondents was relatively variable. 119 people (14.9 %) declared a monthly net income of below 2000 lei (400 euros), 177 (22.2 %) had a net income of 400–600 euros, 143 (17.9 %) between 600 and 800 euros, 102 (12.8 %) between 800 and 1000 euros, while the remaining 256 (32.12 %) had a net income of over 1000 euros (see Table 2 ).

The socio-demographic profile of respondents.

During the COVID-19 pandemic, 274 respondents (34.4 %) had no job, 112 respondents (14.1 %) worked part-time, while 411 people (51.6 %) had an 8-h daily work schedule. Of the 797 respondents, 204 were men (25.6 %) and 593 were women (74.4 %). Most respondents were single (575 persons: 72.1 %), the rest being legally married, cohabiting, or divorced. 222 respondents (27.9 %) declared that at the beginning of the COVID-19 pandemic in their study programme, teaching had taken place classically (face-to-face) - less during the period of initial restrictions; 225 people (28.2 %) were taught in a hybrid system, that is, courses were taught online, with seminars and lab workface-to-face, while 350 (43.9 %) had integral online education. Of the total of 797 respondents participating in the research, 431 (54.1 %) were enrolled in the undergraduate cycle, 351 (44 %) in master's studies, and only 15 (1.9 %) in Doctoral studies. 398 students (49.9 %) followed courses on a publicly financed place (tuition is covered by the Ministry of Education), while 399 (50.1 %) were registered as fully tuition-paying students. The overwhelming majority of respondents (762 people: 95.6 %) were studying for regular degrees, while only 35 (4.4 %) attended distance learning degrees.

3.3. Evaluation of the measurement models

Through SmartPLS 3.0., the authors resorted to an analysis with structural equation modelling (SEM) of the conceptual model (see Fig. 1 ). Furthermore, as recommended by the literature [ 73 ], the authors checked for item loadings (see item values in Table 1 ), data validity and reliability, average variance extracted (AVE) (see Table 3 ), discriminant validity with Fornell-Larcker ( Table 4 ) and the Hetertrait-Monotrait criterion ( Table 4 ). As all recommended minimum and/or maximum thresholds are fulfilled [ 84 , 85 ], the analysis model is correct, and the constructs depict convergent validity [ 86 ].

Validity and reliability.

Note: Cronbach's Alpha>0.7; AVE>0.5; CR > 0.7 [ [84] , [85] , [86] ].

Discriminant validity analyses.

Note: DS: Digital Skills; FOEB: Future Online Education Behaviour; OER: Online Education Risk; OEB: Online Education Behaviour; OLPS: Online Learning and Pedagogical Strategies; PF: Pandemic Fear; TI: Technological infrastructure. HTMT<0.9 weak; HTMT<0.8 strong [ 85 ].

In the next step of the procedure suggested by the literature [ 87 ], a collinearity check of the measurement model had to be assessed. In this regard, the VIF values were considered, which must be for all variables below 5 otherwise the items would be collinear. The analysis computed a VIF of 3.241 for the variable PF2, so the sample does not contain multicollinearity. After that, a bootstrap analysis was performed. This allowed to test the hypotheses and the relationships between the constructs, with t-statistics testing twelve hypotheses.

3.4. The evaluation of the structural models

Next, a collinearity check of the constructs was performed, revealing that the highest VIF between OLPS and OEB for the inner model is 1.795 < 5 [ 87 ], but also 3.3 [ 88 ], meaning that there is no construct multicollinearity. The goodness-of-fit of the saturated model was also assessed. With a value of SRMR = 0.061 < 0.08, the model is correct. The variance of Future Online Education Behaviour is explained at 56.8 % (R 2  = 0.568) by the Online Learning and Pedagogical Strategies, Online Education Behaviour and COVID-19 Pandemic Fear, which enabled us to highlight that the prediction power of the model is strong (see Fig. 2 ).

Structural model.

3.5. Findings

The path coefficient analysis based on the t -test statistics is displayed in Table 5 . Hypothesis 1 presumed that the perceived risks associated with online education positively influence the online pedagogical and learning strategies. The results (β = −0.402; T = 11.247; p  < 0.001) highlight a strong but significant negative influence, which means that perceived risks diminish the efficiency of pedagogical and learning strategies, maybe because students were not satisfied with online education during the COVID-19 pandemic, confirming the previous findings [ 21 , 42 , 44 , 45 ]. The relationship between the two constructs allows us to accept H 1 .

Path coefficients of the structural equation model.

Note: n.s. – non-significant; ∗ p  < 0.05; ∗∗ p  < 0.001; DS: Digital Skills; FOEB: Future Online Education Behaviour; OER: Online Education Risk; OEB: Online Education Behaviour; OLPS: Online Learning and Pedagogical Strategies; PF: Pandemic Fear; TI: Technological infrastructure.

The second hypothesis assumed that the perceived risks associated with online education positively influence student online education behaviour. In this case, the results (β = 0.571; T = 15.511; p  < 0.001) confirm the strong positive and significant influence, opposite to Ref. [ 41 ], who finds a negative influence between the perceived risks and human behaviour, but a positive one between risk and the intention of an individual to engage in a behaviour. The literature pinpoints that uncertainty in the teaching/learning online environment did not meet the students' educational expectations; despite making huge efforts to safeguard their students’ identity, the feeling was that they were exposed to a lot of risks [ 35 ]. The observations mentioned above allow us to accept H 2 .

The third hypothesis asserted that digital skills have a favourable impact on online learning and pedagogical strategies. The results (β = 0.390; T = 9.231; p  < 0.001) show a strong positive and significant relation between the two constructs, confirming previous research [ 50 , 52 , 53 ]. Many university students/teachers had no experience of digitalization [ 54 , 55 ]. This is why it was necessary to increase online technological competencies for both parties [ 18 ] and to create pedagogical scenarios that varied according to the available components: technological tools, pedagogical treatment, navigational tools, study tools and supervision methods [ 48 ]. Thus, H 3 can be accepted.

H 4 analysed the influence of students’ digital skills on their online education behaviour. This relation (β = 0.015; T = 0.435; p  = 0.663) was found to be of very low influence and non-significant, in opposition to the relationship between the two constructs analysed in the literature [ [89] , [90] , [91] ], which highlighted that students were not technically prepared for digital education, improving digital competencies being of high importance. Students reacted differently to online education, their reactions being based on their proficiency in using online tools and their ability to technically access online courses [ 50 ]. Thus, H 4 was rejected.

Hypothesis H 5 investigated the impact of the available technological infrastructure on the used pedagogical and online learning strategies. In this case, the influence (β = 0.095; T = 2.484; p  = 0.013) was also of very low impact and of low significance. But the hypothesis is in accordance with Tsolou's [ 45 ] conclusion that the quality of education students received from online teaching and the efficiency of online pedagogical strategies were mainly dependent on their access to digital learning resources [ 45 ]. Attractive and innovative pedagogical strategies would strengthen the student-teacher relationship and communication in online education, providing emotional support at the same time [ 90 , 92 ]. H 5 could be accepted.

H 6 assumed that the available technological infrastructure exerts a positive influence on students' online education behaviour. The results (β = 0.057; T = 2.115; p  = 0.035) suggest a low influence, of low significance, which confirms the literature findings [ 64 , 65 ], underlining a strong dependence between the digital infrastructure and the students' position towards online education. Without motivation and the necessary technological equipment, students’ interest towards online education would decrease. Furthermore, students who easily browsed the Internet would have a positive attitude towards online education [ 50 ]. So, the sixth hypothesis can be accepted.

As research was carried out during the COVID-19 pandemic, pandemic fear was included as a construct, and its impact on the propensity towards the online learning and pedagogical strategies was analysed. In the international literature, to define the construct “pandemic fear” authors use expressions such as “the high uncertainty and risk toward unexpected and unknown situation” [ [64] , [66] , 71 , 73 ], “the stressful and uncomfortable teaching environment” [ 72 ] or “pandemic stress” [ 21 ]. The results (β = 0.106; T = 3.386; p  < 0.001) depict a low influence of high significance, so H 7 is to be accepted.

Hypothesis eight theorised that pandemic fear positively impacts students’ online education behaviour. In this case, the relations between the two constructs were of moderate impact (β = 0.188; T = 6.403; p  < 0.001), but highly significant, similar to previous findings [ 4 , 7 , 49 , 69 , 70 ]. Thus, H 8 could be accepted.

The ninth hypothesis ascertained that pandemic fear positively impacts students’ future online education behaviour. The results pinpoint (β = 0.110; T = 3.485; p  < 0.001) a moderate but significant influence, which is opposite to previous findings [ 13 , 18 ], who concluded that most students would prefer face-to-face education in the future, some of them being fearful that online learning would be prolonged. Thus, H 9 is confirmed.

Hypothesis ten studied the influence of online education behaviour on the students’ future online behaviour. Contrary to the expectations, the results (β = −0.217; T = 6.232; p  < 0.001) depict a decrease in the phenomenon, thus highlighting that online education was not desired in the future, confirming previous findings [ 15 , 18 , 45 , 77 ]. Students were worried for the future because they were afraid of the re-definition of teaching and learning through online instruments [ 16 ]. However, H 10 could be accepted.

The next element investigated the influence of online learning and pedagogical strategies on students’ behaviour in online education. The results (β = −0.251; T = 6.052; p  < 0.001) also show a negative but significant influence. The highest difficulties encountered by students regarding the pedagogical strategies were in the case of practical activities, due to the impossibility of keeping up with the information provided, and often feeling socially marginalized [ 45 , [74] , [75] , [76] ]. Because the results confirm previous findings, H 11 could be accepted.

The last hypothesis (H 12 ) presumed that online learning and pedagogical strategies exert a positive influence on future online education behaviour. This assumption is confirmed by the results (β = 0.621; T = 20.130; p  < 0.001), as the influence was of high and positive significance. Some students agreed that online pedagogical strategies were efficient, considering that online teaching could be the future of higher education [ 93 ], while others considered online education to be a problem, and not feasible to adopt for a long time [ 80 , 93 ], so opinions were subjective [ 80 ]. validated this hypothesis, underlining that efficient online learning and pedagogical strategies may create the conditions for a hybrid education. So H 12 was accepted.

4. Discussions

Analysis of the future behaviour towards digital education has an extremely subjective character, the research carried out so far worldwide indicating that the opinions of young people differ from one university to another, from one country to another and from one geographical region to another [ 79 , 80 , 93 ]. Online learning and pedagogical strategies and students’ online education behaviour are influenced by perceived risks associated with digital education [ 10 , 41 ]. The personal characteristics of students and their learning strategies have a high impact on diminishing the negative perceptions of online education, and on avoiding dropout intention [ 48 ]. Furthermore, online strategies must be improved by additional features, such as the attractiveness of a presentation, a good network interaction between all the implied sections, and the presentation of lessons as if online teaching itself were a game (suggested by Ref. [ 18 ]). These two influences were confirmed by the analysis, even if the results were checked with the help of negation items, which are in opposition to similar findings obtained by other researchers [ 41 ].

Students' digital skills have a positive impact on teaching and learning strategies, without having an impact on their online behaviour. The first supposition validates previous findings [ 18 , 37 ], whereas the second assumption is in opposition to the literature [ 50 , 89 , 90 ] as the impact of Romanian students' digital skills on their online behaviour is insignificant. The available technological infrastructure has a major impact on both teaching and learning strategies, and students’ online behaviour, assumptions confirmed previously [ 45 , 50 , 64 , 92 ].

Pandemic fear is the latest name of the constructs, often used in the literature, that highlight unknown or uncertain situations, or pandemic stress. Such risky conjunctures may influence students' current online education behaviour, future online education strategies, and also teaching and learning strategies [ 7 , 64 , 69 , 71 ]. With the specification that the intensity of pandemic fear differs from one geographical place to another or from a person to another, the concrete impact on students' online behaviour is also subjective, depending on each student's perceptions towards the pandemic. For this reason, different results on the impact of pandemic fear on student future online behaviour were obtained; these findings are similar to previous research [ 13 , 18 ]. The results show that pandemic fear is stronger compared to fear of online education.

The results of many studies in the field of education worldwide are similar in terms of student reluctance towards the future of online education [ 16 , 18 , 45 ]. Most students are not motivated to continue studying online if this is likely to be the education of the future. The study validates this conclusion, which is applicable in the situation of Romanian students' online behaviour. Online pedagogical teaching and learning strategies have an important impact on students’ online behaviour, and on their future online education behaviour. These determinants have already been validated in various scientific works [ 80 , 93 ], but are of a subjective character, generating different concepts, depending on the profile of the establishment where the young people study [ 45 , 75 ]. The difference comes from the difficulty in understanding the applied courses or exact disciplines compared to the more theoretical ones.

The findings are in opposition to similar results from developing countries, where universities introduced a complex online environment that was quickly adopted by both students and teachers during lockdowns, without difficulty. There are huge differences, not only between students’ desire to use online learning and pedagogical strategies in developed countries, compared to developing countries, but also when comparing several emerging countries [ 94 ].

5. Conclusions

The originality of this approach consists in including in the study those variables or constructs which, in the authors opinion, have a major impact on the future of online higher economic education in an emerging country like Romania. The authors formulated new items, while establishing and testing new correlations between the chosen constructs. Independent of the fact that the name of the constructs is or is not the same as that in the literature, the correlations between them are, in most cases, new or slightly modified. The way in which the links between the constructs in the research model were established is due to the vision of the authors, as well as their grouping into the three elements of the I-E-O theory.

The effect of attitudes to the COVID-19 pandemic on Romanian students concerning future online teaching and learning is major, being influenced by many determinants such as teaching strategies, digital skills, available technology, pandemic fear, and a lot of online education risks. The experience they had during the pandemic related to online education causing future economists to feel dissatisfied with it, primarily because digitalization carries with it a lot of risks: lack of socialization, stress, isolation, depression, difficulty in understanding the taught courses, etc. However, if professors in the higher education institutions have efficient online teaching and pedagogical strategies and easy access to technological infrastructure (platforms, programmes), the above-mentioned risks can be diminished, encouraging teachers to adapt their teaching-learning methods according to the needs of a high-performance digital education. This suggests that universities should continue investing in their own digital infrastructure. Even if the majority of students are reluctant to fully embrace a future online education, or teachers feel uncomfortable in adapting to the changes, it is recommended that all higher education institutions should be prepared, from the technical infrastructure point of view for such a scenario. This will be possible if institutions have a budget for crisis situations, when, either because of a new pandemic, or other emergency situation, they are forced to migrate to online education. Furthermore, it is recommended that Romanian universities enrol professors in online education training courses, so that they can familiarize themselves with this new working environment and the new technological infrastructure. In this way, in the event of a crisis, they will no longer be surprised by any changes that may appear overnight.

All hypotheses were confirmed expect for one, students' digital skills have a positive influence on online learning and pedagogical strategies, but not on their online behaviour. The quality of education received by students during the pandemic was strongly dependent on their access to technology but did not change their perceptions concerning online teaching. Students need to involve their professors in online communication to feel emotionally comfortable. A student's attitude towards the future of online education, however, does not depend on their level of technological proficiency. The result of the study highlights the relevance of the Input-Environment-Outcomes (I-E-O) theory proposed by Astin [ 28 ] and its implementation during the pandemic and even post-pandemic period, suggesting that the COVID-19 pandemic has a non-negligible influence on the future of online education in Romania, even if it is not a positive one. This research showed that Romanian students would not prefer purely digital education in the future, and hope that online teaching and learning will not be the higher education of tomorrow. However, if huge changes occur in education, they need efficient online learning and pedagogical strategies to influence their perceptions regarding the future of online education. The efficiency of the technological infrastructure of Romanian universities and the improvement of digital teaching methods through easy-to-manipulate platforms must be a future guarantee for the education of an emerging country in the event of unfavourable circumstances for classical education.

The main limitation of the research is that the answers to the questionnaire were collected only from students of economic sciences faculties in Romania, and not from other areas of study. At the same time even if the respondents were from different study cycles (Bachelor, Master, and Doctorate) it would be almost impossible to do a generational analysis, due to the age gaps and social status of the young people. Furthermore, if future analysis could be implemented taking into consideration a sampling of students from economics faculties, of students who do paid work during their studies, and those who do not work, it might be possible to obtain different results, because their perception of time management is different. For this reason, future research could be extended to other fields of study and could be deepened depending on the level of studies, or according to the criteria of student typology (untypical mature students with working lives, or young students), in order to analyse if there is a possible generational difference in students’ perceptions towards the future of economic digital higher education.

CRediT authorship contribution statement

Luiela Magdalena Csorba: Writing – review & editing, Writing – original draft, Visualization, Validation, Supervision, Resources, Investigation, Formal analysis, Data curation, Conceptualization. Dan-Cristian Dabija: Writing – review & editing, Writing – original draft, Visualization, Validation, Supervision, Software, Resources, Project administration, Methodology, Investigation, Funding acquisition, Formal analysis, Data curation, Conceptualization.

Data availability statement

Data will be made available on request.

Additional information

No additional information is available for this paper.

Funding statement

This paper was also made possible by the project funded by CNCS – UEFISCDI, no. PN-III-P4-PCE2021-0366.

Declaration of competing interest

The authors declare the following financial interests/personal relationships which may be considered as potential competing interests:I am a member of the Editorial Advisory Board of Heliyon, section Tourism Hospitality https://www.cell.com/heliyon/tourism-hospitality/editors If there are other authors, they declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper.

Contributor Information

Luiela Magdalena Csorba, Email: [email protected].

Dan-Cristian Dabija, Email: [email protected].

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Home — Essay Samples — Nursing & Health — Public Health — Understanding COVID-19: An Informative Essay for Students

Understanding Covid-19: an Informative Essay for Students

• Categories: Public Health

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Words: 765 |

Published: Dec 17, 2024

Words: 765 | Pages: 2 | 4 min read

Table of contents

The shift to online learning, adapting to new learning environments, the importance of mental health awareness, cultivating community spirit, rethinking our future goals, a new perspective on global issues, the road ahead: embracing change.

• Baker, S., & McKenzie R., "The Impact Of COVID-19 On Student Life." Education Journal (2021).
• Cohen L., "Mental Health Resources During The Pandemic." Journal Of Psychology And Education (2021).
• Pandey A., "Lessons Learned From Virtual Learning." International Journal Of Educational Technology (2021).
• "COVID-19 And Its Effects On Higher Education," National Center For Education Statistics (2020).
• "Adapting To Online Classes: Student Perspectives," Educational Research Review (2021).

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