COVID-19 and E-Learning: The Challenges of Students in Tertiary Institutions

Abstract

Problems associated with the transition from conventional (face-to-face) learning to online learning (e-learning) in the educational system are well documented. This study explores the challenges reported by students in tertiary institutions in online learning during the coronavirus pandemic. An initial principal component factor analysis was conducted using a sample of 141 students to group the constructs, resulting in eight factors: social issues, lecturer issues, accessibility issues, learner motivation, academic issues, generic issues, learner intentions, and demographics. Cronbach's alpha was used to determine the reliability of the scales, which led to the deletion of the learner motivation factor. Comparison of factor means revealed that accessibility issues were the most significant challenge, followed by social issues, lecturer issues, academic issues, and generic issues. Analysis of learners' intentions indicated that students were not ready for online learning. Multiple regression analysis showed that social and lecturer issues significantly influenced students' decisions to study online, with lecturer issues remaining significant in the final model. A blended approach, where conventional teaching is combined with online teaching, is recommended to help learners complete online learning successfully.