Exploring Students’ Perspective on Online Teaching-Learning Process: Opportunities and New Challenges

Abstract

This study aimed to analyze students’ perspectives on the nature, opportunities, and new challenges of the online teaching-learning process at the higher education level. A quantitative approach was used to collect survey data from 751 students (358 males and 393 females) across five public sector universities in South Punjab, Pakistan. The study employed a Likert-type scale questionnaire designed by the researcher. Data were analyzed using SPSS. The findings revealed no statistically significant differences based on gender, faculty, or program concerning perceptions of online learning. While students agreed on the opportunities provided by online learning, the challenges varied among different universities. Key opportunities included digital literacy enhancement, flexible learning, and exposure to global learning platforms. Challenges included lack of interaction, network connectivity issues, and technical difficulties. Higher education institutions (HEIs) should provide workshops on digital literacy and guidance services to support students in overcoming online learning challenges. An asynchronous learning mode is recommended for flexibility.