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Students’ Perceptions towards the Quality of Online Learning
during the COVID-19 Lockdown: A Quantitative Study
Mr. Dorji Tshering and Mr. Kesang Tshering
DOI: https://doi.org/10.17102/bjrd.rub.11.2.036
Abstract
The pandemic has disrupted educational systems around the world,
impacting the most vulnerable students. Many institutions and colleges
stopped offering in-person instruction in the middle of the academic year.
Google Suite (computer software) -based e-learning was introduced as
an alternative teaching and assessment method. The purpose of this
study was to find out the students’ perceptions towards the quality of
online learning during the lockdown due to COVID-19. A sample of 364
students was selected through a simple random sampling technique. The
results showed that, moderate numbers of students were satisfied in
terms of teachers’ methods of online learning, students’ convenience in
online learning, and motivation to learn online. A little over 60% of
students chose in-person instruction, whereas just about 20.35%
preferred online instruction. Considering this, one effective teaching
method that can increase student motivation, success, and academic
performance is blended learning. The COVID-19 pandemic has given us
great opportunity in the field of education to explore the best model to
encounter the next uncertainties.
Keywords: Online teaching, E-Learning, Perception, Motivation, COVID-19
1. Introduction
Bhutan started closing schools, institutions, and other entertainment centres
in the second week of March 2020, and the complete nationwide lockdown
was implemented from 1st August 2020 amid fears of the Coronavirus disease
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(COVID-19) outbreak. The closure of schools has affected 16, 8324 students
in Bhutan from classes pre-primary to grade twelve. The face-to-face teaching
was temporarily put halt in many schools and colleges at the mid of the
academic year. The alternative teaching and assessment models such as e-
learning through Google Suite (computer software) were explored by the
Ministry of Education, Bhutan, to engage students (Rinzin, 2020). Google
Suite for Education and Microsoft Teams are both widely adopted by schools
and colleges (Darius, Gundabattini, & Solomon, 2021). The COVID-19
pandemic has provided education systems worldwide with an opportunity to
pave the way for introducing digital learning (Dhawan, 2020; Pokhrel &
Chhetri, 2021).
The e-learning was an opportunity for teachers to explore digital know-
how. The COVID-19 pandemic has provided teachers and students with an
opportunity to explore digital learning but it came with a huge cost for the
students. Many questioned the e-learning without proper internet connectivity.
It was felt that they were forced to adopt this new strategy within a short span
of time. Students were made to buy smart phones for e-learning. The parents
were concerned about the process of monitoring the students’ e-learning
since many felt that the lack of proper monitoring led to excess usage of
gadgets. According to Murgatrotd (2020), some of the e-learning challenges
are accessibility, affordability, flexibility, learning pedagogy, life-long learning,
and educational policy.
The hard economic condition due to COVID-19 made students’ learning
difficult since they have to buy devices such as laptop and smart phones to
learn and review the learning materials (Budur, 2020). The affordability of
good internet connection for the smooth online learning was a challenge for
many students. The limited technology resources in a young and
underdeveloped country finds very difficult to cater the need of the people
(Sintema, 2020). The parents with one cell phone were forced to focus only
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on those children who have high stake examinations during COVID-19
lockdown in Bhutan (Parks, 2020).
Teachers have to come up with innovative online teaching platform to
address the need of students. It was the first time that teachers had looked
into different internet platforms for instructing students. The different online
teaching models such as Google Classroom, Zoom, virtual learning
environment and social media group forums like Telegram, Messenger,
WhatsApp and WeChat were explored for teaching and learning (Pokhrel &
Chhetri, 2021). The Royal Government of Bhutan particularly Ministry of
Education took lots of initiative in collaborating with teachers to develop
various online teaching models such as 25 minute lesson telecast as TV
Lessons for the Bhutan e-Learning program.
This paper provides student’s perceptions of the quality of online learning
during the COVID-19 lockdown period from August 2019 to January 2020. It
aimed to measure the experience of the students from mostly affected towns
and cities of Bhutan. This study is vital to the Ministry of Education to assess
the preparedness of education system during such similar mishaps like
COVID-19 lockdown. The findings of the study could be used by educationists
in other contexts to prepare for combatting effects of the epidemic on the
education systems. The study is also significant to educational research as it
contributes valid and important literature which can be used by the
researchers’ related to online learning.
1.1 Research Objectives
The main objectives of this study are as follows:
1. To determine the students’ perception on quality of online learning
during the COVID-19 pandemic lockdown.
2. To find out the significant gender differences in the perception of online
teaching.
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1.2 Research Questions
This study aims to answer the following research questions:
1. How do students perceive the quality of online education from their
experiences?
2. Is there a significant difference in the perception of online teaching in
terms of students’ gender?
2. Literature Review
2.1 The Concept of Online Learning or e-Learning
Online learning is defined as “learning experiences in synchronous or
asynchronous environments using different devices (e.g., mobile phones,
laptops, etc.) with internet access” (Dhawan, 2020). It is a teaching–learning
model based on student-centred, innovative, collaboration, connectivity,
student-centeredness, unboundedness, community, exploration, shared
knowledge, multisensory experience, and authenticity and flexibility (Dhawan,
2020; Kearsley, 2000; Singh & Thurman, 2019). According to Paulsen
(2002), online education is characterized by:
the separation of teachers and learners which distinguishes it from
face-to-face education,
the influence of an educational organization which distinguishes it
from self-study and private tutoring,
the use of a computer network to present or distribute some
educational content,
the provision of two-way communication via a computer network so
that students may benefit from communication with each other,
teachers, and staff. (p.1)
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2.2 Perceptions on the Opportunities for Online Learning
Academic institutions can now seize this opportunity by having teachers teach
and let students learn through online methodologies. People are always self-
satisfied and have never tried new learning methods(Tarkar, 2020). This crisis
is a new phase of online learning, where people can see the fruitful aspects
of e-learning technology. During this time, there is plenty of room for amazing
innovation and digital development (Dhawan, 2020)
Yang and Cornelius (2004) conducted a qualitative study to
investigate the perceptions of students from different universities (University
of Southern Mississippi, and Mississippi State University) and one community
college (East Mississippi Community College) in Mississippi regarding the
quality of online education based on their own online learning experiences.
Interviews and observations were used to conduct the study. It was concluded
that the flexibility, cost-effectiveness, electronic research availability, ease of
connection to the Internet, and well-designed class interface were students’
positive experiences during online learning.
Petrides (2002) conducted a qualitative study to determine learners’
perspectives on web-based learning. The study was conducted in a blended
online class in the university. The one semester online class with web-based
technology was scheduled as a supplement session. While conducting the
research, some participants showed that compared to verbal response they
felt better and thought deeply about the subject matters when response is
provided in writing. When discussions are displayed on the web permanently,
they get enough time to reflect upon each other. Some participants repeated
this opinion, indicating that the online technology allowed more reflection than
in face-to-face classroom discussion.
However, the online teaching and learning environment is isolated and
dynamic with evolving information and communication technologies,
asynchronous communications, and real-time information (Keengwe & Kidd,
2010). Online learning environments include a variety of educational practices
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and often feature student-centric active learning techniques (Keengwe &
Kidd, 2010).
2.3 Perceptions on the Challenges in Online Learning
Nelson and Thompson (2005) used e-learning strategy to teach distance
education courses to identified barrier factors toward distance education for
agricultural education teacher preparation programs across the United States
during the 1999-2000 school years. The study identified that faculty time,
rewards, workload, lack of administrative support, cost, course quality,
student contact, and equipment concern as barriers to online teaching
practices. Similarly, inadequate hardware and software, slow internet
connectivity, learner hesitation, lack of teacher technical know-how,
inadequate learner orientation, and clearance for teachers to develop and
design online courses and lack of time to develop and deliver the online
courses were problems associated with modern technologies(Dhawan, 2020;
Nkonge & Gueldenzoph, 2006). According to Murgatrotd (2020) the
accessibility, affordability, flexibility, learning pedagogy, life-long learning and
educational policy are challenges for the e-learning and teaching. Lack of
parental guidance, disadvantaged background, risk of exposure to increased
screen time and physical workspaces are few issues (Pokhrel & Chhetri,
2021).
Engaging students in the process of education and learning is a
challenge for educational institutions. It is difficult for teachers to switch from
offline mode to online mode, change teaching methods and manage time.
Developing content that not only covers the curriculum but also attracts
students is a challenge (Liguori & Winkler, 2020). The quality of e-learning
programs is a real challenge. There is no clear government guidance in the
education policy regarding e-learning programs. There is a lack of standards
for quality, quality control, electronic resource development, and electronic
content delivery (Dhawan, 2020).
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3. Method
This study used quantitative design using online survey approach. The
schools were closed and resorted to online teaching during the COVID 19
pandemic lockdown. The study was conducted to determine the students’
perception of online learning during the COVID-19 pandemic and to find out
the differences in perception about the effectiveness of online learning
between genders.
3.1 Sampling Procedure
A sample of 364 students participated in the study. There is no simple solution
for the sample size because the ideal sample size depends on the study's
objectives, the characteristics of the population being studied, the level of
precision needed, the expected response rate, the number of variables used
in the study, and whether it is qualitative or quantitative (Cohen, Manion, &
Morrison, 2015). Larger samples are preferable in quantitative research
because they provide better dependability and allow for the use of more
complex statistical methods (Cohen et al., 2015). The simple random
sampling approach was used as the sampling methodology for the study.
3.2 Data Collection
The study was conducted after obtaining ethical clearance from Ministry of
Education. Data were collected from 9 secondary schools in southern part of
Bhutan from 20th June to 27th June 2022. The study used Google Form to
collect data from the respondents. The form was developed by the
researchers before the beginning of the academic session. After educating
the respondents about the purpose of the study and how the data would be
used, the approved letter and the commitment letter of the ethical research
was dispatched to the principal seeking support for the collection of data. The
online survey questionnaire was sent to the focal teacher of the school with
whom the researcher has a close contact. The survey link shared to focal
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teacher of the school was then shared to student participants via school
provided email address.
3.3 Instrumentation
The online survey questionnaire was divided into two parts. The first part of
the questionnaire was used to obtain the background information of the
participants (age, gender, and grade).
The second part of questionnaire consisted of four indicators namely;
1) Teachers’ methods of online learning; 2) Students’ convenience in online
learning; 3) Motivation to learn online; 4) The effectiveness of online learning.
All items are adopted from Students’ perception of online learning amidst the
COVID-19 pandemic: A study of junior, senior high school and college
students in a remote area by Harefa and Sihombing (2021) with little
modification to suit to the Bhutanese context. The survey included 20 items
on a five-point Likert scale, from 1 (strongly disagree), 2 (disagree), 3
(neutral), 4 (agree), 5(strongly agree).
4 Data Analysis
Data were collected and compiled in Google sheet for further analysis. After
cleaning and checking the data, it was exported to SPSS Version 25 IBM
(SPSS Statistics) for data analysis. Descriptive statistics (frequency,
percentage, mean and standard deviation) were used to describe variables.
T-test was used to determine if there was significant difference in the
perception of online teaching in terms of gender.
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Demographic Characteristics of the Sample
Table 2: Frequency and Percentage of Demographic Characteristics of the
Sample
(n=365)
Variables
Frequency
Percentage
Gender
Male
155
42.47
Female
210
57.53
Total
365
100.00
Age
10-15
50
13.70
15-20
312
85.48
20-25
3
0.82
Total
365
100.00
Class
IX
154
42.20
X
124
34.00
XI
69
18.90
XII
18
4.90
Total
365
100.00
The general attributes of the sample are displayed in Table 2.A little
more than half of the participants were female (57.53%). According to the
data, 85% of the pupils are between the ages of 15 and 20.
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4.1 Teacher teaching methods in online learning
Table 3: Teacher’s Methods in Online Learning
No
Statements
Strongly
Disagree
No (%)
Disagree
No (%)
Neutral
No (%)
Agree
No (%)
Strongly
Agree No
(%)
1
I can find out the
teaching
materials/learning
materials delivered
by the teacher
when studying
online.
32
(8.77%)
76
(20.82%)
65
(17.81%)
145
(39.73%)
45
(12.33%)
2
I understand the
material presented
by the teacher
when studying
online
37
(10.14%)
109
(29.86%)
67
(18.36%)
122
(33.42%)
29
(7.95%)
3
I can e-describe
the material that
has been online by
the teacher on
time
32
(8.77%)
80
(21.92%)
106
(29.04%)
115
(31.51%)
30
(8.22%)
4
I can respond to
questions that
appear in
discussion forums
of subject matter
provided by the
teacher during
online learning
27
(7.40%)
77
(21.10%)
75
(20.55%)
143
(39.18%)
42
(11.51%)
5
I can apply the
subject matter
delivered by the
teacher in
everyday life
22
(6.03%)
74
(20.27%)
86
(23.56%)
157
(43.01%)
26
(7.12%)
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As shown in Table 3 about 50% of the respondents (Strongly Agree =
12.33%, Agree = 39.73%) in the study agreed that materials provided by their
teachers can be easily traced. About 41.37% (Strongly Agree = 7.95%, Agree
= 33.42%) of the respondents understood the materials presented by the
teachers while studying online. But 40% of the respondents (Strongly
Disagree=10.14%, Disagree=29.86%) did not agree with the statement. Little
less than 40% (Strongly Agree=8.22%, Agree=31.51%) of respondents were
positive on downloading online material that has been shared by the teacher
on time. But 29.04% remain neutral and 21.92% disagree with the points. The
result also shows that 50.69% of the participants (Strongly Agree=11.51%,
Agree=39.18%) responded to the questions that appeared in the discussion
forums of subject matter provided by the teacher during online learning. At
the same time 28.5% of the respondents failed to respond to questions and
20.55% preferred to remain neutral. It is also revealed that 50.13% of the
students can apply the subject matter delivered by the teacher in everyday
life, although 26.30% of the students disagreed.
4.2 Students’ Convenience in Online Learning
Table 4: Students’ Convenience in Online Learning
No
Statements
Strongly
Disagree
No (%)
Disagree
No (%)
Neutral
No (%)
Agree
No (%)
Strongly
Agree
No (%)
6
I can
communicate
smoothly with
the teacher
during online
learning
30
(8.22%)
88
(24.11%)
68
(18.63%)
140
(38.36%)
38
(10.41%)
7
I can ask directly
to the teacher
when I don’t
understand the
subject matter
36
(9.86%)
71
(19.45%)
65
(17.81%)
132
(36.16%)
59
(16.16%)
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during online
learning
8
I always get a
good response
from the teacher
during online
learning
24
(6.58%)
60
(16.44%)
81
(22.19%)
123
(33.70%)
76
20.82%
9
I enjoy doing
assignments
given by the
teacher on
online learning
46
(12.60%)
75
(20.55%)
66
(18.08%)
126
(34.52%)
51
(13.97%)
10
I feel
comfortable
because the
teacher always
understands the
obstacles
experienced
when learning
online (for
example network
barriers and data
packets)
34
(9.32%)
61
(16.71%)
68
(18.63%)
126
34.52%
71
(19.45%)
11
I follow class
discussion
forums created
by the teacher
actively during
online learning
30
(8.22%)
40
(10.96%)
58
(15.89%)
152
(41.64%)
83
(22.74%)
Table 4 shows students’ convenience in online learning. The table
showed that about 46.78% (Strongly Agree=10.41%, Agree=36.36%) of
participants agree with the statement that they communicate smoothly with
the teacher during online learning. However about 32.33% (Strongly
Disagree=8.22%, Disagree=24.11%) of the participants couldn’t
communicate smoothly with the teachers. But 18.63% remain neutral.
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Majority of the respondents 52.76% (Strongly Agree=16.6%, Agree=36.16%)
asked directly to the teacher when they didn’t understand the subject matter.
Yet table shows 29.31% ((Strongly Disagree=9.86%, Disagree=19.45%)
participants didn’t not ask questions directly to the teachers, even though
17.81% respondents preferred to remain neutral. The table also show that
53.52% (Strongly Agree=20.82%, Agree=32.70%) participants got good
response from the teacher and 23.02% (Strongly Disagree=6.58%,
Disagree=16.44%) disagree with this statement. Little less than 50% of the
students agreed that they enjoyed doing assignments given by the teacher
on online whereas 33.15% of the students didn’t enjoy the online
assignments. More than 50% of the students felt comfortable learning online
while 26.03% of students disagreed.
4.3 Learning Motivation in Online Learning
Table 5: Learning Motivation in Online Learning
No
Statements
Strongly
Disagree
No (%)
Disagree
No (%)
Neutral No
(%)
Agree
No (%)
Strongly
Agree
No (%)
12
I always turn
my camera on
during online
learning
61
(16.71%)
120
(32.88%)
66
(18.08%)
81
(22.19%)
36
(9.86%)
13
I pay attention
when teacher
provides
learning
explanations
during online
learning
21(5.75%)
49
(13.42%)
47
(12.88%)
172
(47.12%)
74
(20.27%)
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14
I participate in
discussion
group study
assignments
formed by the
teacher
22
(6.03%)
35
(9.59%)
56
(15.34%)
175
(47.95%)
75
(20.55%)
15
I submit
assignments
given by the
teacher/lecturer
on time
22
(6.03%)
36
(9.86%)
45(12.33%)
158
(43.29%)
103
(28.22%)
16
I learn
guidelines
about learning
online from the
internet
20
(5.48%)
53
(14.52%)
86
(23.56%)
154
(42.19%)
50
(13.70%)
17
I sit calmly
during online
learning in front
of the
laptop/cell
phone until the
time set by the
school/teacher
elapses
25
(6.85%)
58
(15.89%)
52
(14.25%)
156
(42.74%)
72
(19.73%)
Table 5 shows that about 49.59% (Strongly Disagree=16.71%,
Disagree=32.88%) of the participants shared that they did not switch on
camera during online learning. Over 30% of the students open the camera
during online learning. The result also revealed that more than 60% of the
respondents paid attention when teacher provides learning explanations and
participated in group study assignments formed by the teacher. Little less than
20% of the students did not pay attention and participated in group
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assignment formed by the teacher. The result also shows that 71.51%
(Strongly Agree=28.22%, Agree=43.29%) of the students submitted
assignment on time. Less than 20% of students did not submit the assignment
on time. However, about 55.59% (Strongly Agree= 13.70%, Agree =42.19%)
of the participants revealed that they learnt guidelines about learning online
from the internet, although 23.56% chose to remain neutral in this question.
The table also shows that about 39.46% (Strongly Agree= 19.73%, Agree
=19.73%) agreed that they can sit calmly in front of the laptop/cellphone till
the end of the session. But 22.74% (Strongly Disagree=6.85%,
Disagree=15.89%) of the students found difficult to stay online till the end of
the class.
4.4 Effective Online Learning
Table 6: Effective Online Learning
No
Statements
Strongly
Disagree
No (%)
Disagree
No (%)
Neutral
No (%)
Agree
No (%)
Strongly
Agree
No (%)
18
I likes online
learning rather
than face-to-face
learning
117
(32.05%)
109
(29.86%)
65
(17.81%)
48
(13.15%)
25
(6.85%)
19
The interaction
of online
teaching and
learning is better
than face-to-face
learning
127
(34.79%)
91
(24.93%)
67
(18.36%)
54
(14.79%)
25
(6.85%)
20
Online learning
facilities always
support, both in
terms of
equipment (for
example
mobile/laptop) or
network.
54
(14.79%)
74
(20.27%)
98
(26.85%)
110
(30.14%)
28
(7.67%)
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Table 6 shows that more than 60% (Strongly Disagree=32.02%,
Disagree=29.86%) of the participants preferred face-to-face learning than
online learning. However little more than 20% of the respondents (Strongly
Agree=6.85%, Agree= 3.15%) preferred online learning. About 37.84%
(Strongly Agree = 7.67%, Agree = 30.14%) of the respondents agreed that
online learning facilities supported both in terms of equipment (mobile/laptop)
or network. But 36.96% (Strongly Disagree=14.79%, Disagree=20.27%)
disagreed with the perception that they were not fully supported with
equipment or network. However, 26.85% responds preferred to stay neutral.
The percentage of students who chose to disagree in question 18, 19 and 20
were quite high as compared to agree perception. The students felt that face-
to-face learning is better than online learning and inadequate online learning
equipment and slow-speed internet was a problem usually encountered
during online learning.
4.5 Difference in Perception of Online learning between Male and
Female
Table 7 Difference in Perception of Online learning between Male and Female
Male
Female
Variables
M
Strongly
Disagree
M
Strongly
Disagree
t(365)
p
Cohen's d
Perception on
online
learning
64.23
16.26
64.69
15.37
-
0.274
0.784
0.03
An independent-samples t-test was conducted to compare the
perception of online learning between male and female. There were no
significant differences t (362) = .274, p = .784 in the scores with mean score
for male (M = 64.23, Strongly Disagree = 16.26) as compared to female (M =
64.69, Strongly Disagree = 15.37). The value of Cohen’s d was (< 0.03) which
indicated micro effect size.
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5 Discussion
5.1 Teacher teaching methods in online learning
A little more than 50% of students have a moderately favourable opinion on
teachers teaching methods in online learning. This study also revealed that
40% of the students found less difficulty in finding out the teaching
materials/learning materials delivered by the teacher while studying online.
They also felt that the material presented by the teacher was clear and
understandable. It was also clear that students interacted with the teachers
very well. Participating in discussion forum, applying acquired knowledge
practically and retrieving information from the online provided by the teachers
are found to be moderate. This could be because students were provided free
data packages by Ministry of Education and good internet accessibility. At the
same time, these findings also support Pasaribu (2020) study which revealed
that the good technology provides pupils to study and complete their
assignments. However, certain section of students enjoyed less on teachers
teaching methods. Students found difficult in retrieving the e-learning
materials that has been online provided by the teacher on time. The study
concluded that about 50.13% of the students could apply the subject matter
delivered by the teacher in everyday life. Therefore, learning’s main goal is to
impart knowledge to students and depends on the teaching strategy used. It
is inextricably linked to the instructor's knowledge (Harefa & Sihombing,
2021). It is envisaged that learning would be more optimal and meaningful
with the introduction of a variety of learning activities.
5.2 Students’ Convenience in Online Learning
The results of this study stated that students are comfortable with online
learning. The majority of students could communicate smoothly; there was no
difficulty in asking direct question to teachers. Teachers were found to be
caring and supportive. However, 36.96% of the students disagreed with the
perception that they were not fully supported with equipment or unstable
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networks and frequently made it difficult to communicate with teachers. The
findings was very similar to Harefa and Sihombing (2021) which sated that
insufficient technological proficiency and unstable network causes student’s
inconveniences in online learning. Another unpleasant fact is that the majority
of teachers were unaware of the obstacles that hinder online learning from
beginning or that interferes with it while it is taking place. The effectiveness of
online learning could be impacted by this. The findings of this study revealed
that about 40% of the students still preferred online learning. It was felt that
the blended learning in the future, which blends traditional classroom
instruction with online learning can be an appropriate strategy for teaching
learning model. The positive effects of blended learning have been supported
by numerous additional academic studies and can improve academic
success (Alipour, 2020). Blended learning can be used to solve the issue of
discomfort in online learning, ensuring that education is still successful
despite COVID 19 (Harefa & Sihombing, 2021).
5.3 Learning Motivation in Online Learning
The study found that students' attitudes on learning motivation on an e-
learning platform are favourable. Any discussion in a classroom was found to
be entertaining and interactive. Online homework is a favourite pastime for
students. Most students were able to turn in their assignments on time. The
survey did, however, show that most students were not fond of video
conferencing lesson. There are two sorts of motivation for learning. Extrinsic
motivation is the first type, and it relates to all external elements that help
people achieve their learning objectives (Ryan & Deci, 2000). Additionally,
students' own interests, pleasures, and desires might serve as intrinsic
motivators (Ryan & Deci, 2000). But the problems with modern technologies
include insufficient hardware and software, slow internet connectivity, learner
reluctance, a lack of teacher technical expertise, inadequate learner
orientation, clearance for teachers to develop and design online courses, and
a lack of time to create and deliver the online courses affect the learning
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motivation (Dhawan, 2020). During COVID-19 pandemic all schools in
Bhutan were closed. The face-to-face teaching was discontinued in many
schools and colleges at the mid of academic year. Different online teaching
methods were activated for teaching and learning, including Google
Classroom, Zoom, virtual learning environments, and social media group
forums like Telegram, Messenger, WhatsApp, and WeChat (Pokhrel &
Chhetri, 2021).
5.4 Effective online learning
The study revealed that the majority of the students 60.82% agreed that face-
to-face learning is better than online learning. This finding is in line with the
study by Dibner (2020) where it was said that students found face to face
instruction effective compared to online. Face-to-face instruction often makes
learning more enjoyable for students. Face-to-face instruction allows students
to directly ask questions regarding the content being studied. E-functionality,
learning's dependability, usability, data quality, flexibility, portability, and
integration have a favourable effect on student satisfaction (Chiu, Chiu, &
Chang, 2007). The results of this research indicated that online learning
materials were effective as a learning resource, but it was equally challenging
for the students to retrieve the materials. About 36.96% of the students
revealed that poor internet connectivity, learning equipment and lack of
learners’ orientation affected online learning. To improve the online learning
Bhutanese students were provided free data package by the Ministry of
Education (MoE) during COVID-19 pandemic lockdown. With content
restrictions, Bhutan Telecom (BT) and TashiCell, the two internet service
providers, helped students who study online. As a result, the decrease in data
charges will only be applicable to specific services, such as Google
Classrooms (Subba, 2020). Since learning must now be done remotely to
avoid crowds and break the pandemic's chain, students and teachers are now
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compelled to use technology in the classroom. Whether you choose to use it
or not, online learning must be used.
The study's conclusions inform us that online learning motivation,
student comfort, and teacher teaching approaches were all moderately to
strongly moderate. But the results also show that there are difficulties with
online instruction. Based on the study's findings, researchers believe that
more needs to be done to boost student engagement, motivation,
performance, and expected achievement. The results of this study can be
utilized as a guide to enhance the online learning environment.
An independent t-test result indicated that there was no significant
difference on respondents’ perception of e-learning between male and female
students during COVID-19 pandemic lockdown. The present findings
validated the findings of a previous study by Tasir, Al-Dheleai, Harun, and
Shukor (2011), which found a substantial difference between male and
female students' perceptions of online learning.
6 Conclusion
The COVID-19 epidemic has created an unprecedented circumstance that
has an impact on how learning is implemented in schools. Online interactions
are replacing face-to-face teaching and learning. The recent COVID-19
disease outbreak and subsequent nationwide lockdown should be a wakeup
call for the educationist to prepare a robust teaching-learning model to teach
our students for any type of unforeseen challenges and obstacles, even
though the majority of students prefer face-face teaching.
Teachers should devise models and other tactics to promote variety
in learning to overcome this issue and increase students' interest and
motivation to learn online. The study revealed that little more than 60% of
students opted face-face teaching and about 20.35% of the students
preferred online teaching which indicated that the blended learning can be
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one preferred teaching model for better teaching strategy for boosting
motivation, success, and academic performance.
And blended learning is an effective teaching model amid pandemics
to improve motivation, achievement, and learning performance. However, this
is also a call for the government to improve internet networks and
infrastructure in remote areas, in order to facilitate online education. The
results of this research provide additional insight to all those involved in the
implementation of education. However, further research is needed to obtain
a more complete explanation.
7 Recommendations
To overcome the digital education challenges in Bhutan, affordable and
accessible internet services for e-learning can be explored. The study
revealed that 35.06% of the students were not fully supported with equipment
or network. This could be because of very low internet bandwidth without
adequate accessibility points. The other reason could be data packages are
expensive, especially for the low-income group, so accessibility and
affordability for e-learning was a challenge. Therefore, the Ministry of
Education has the authority to investigate and intervene in matters concerning
internet service accessibility and affordability.
The study also concluded that little more than 40% of the students did
not understand the materials presented by the teachers and 29.59% of the
students could not retrieve teaching-learning materials. Hence, online
teaching models such as effective e-learning pedagogies and effective
diagnostic and formative assessment tools need to be explored and
intervened by Ministry of Education, Dzongkhag/Thromde education sector
and schools. Teacher professional development can be reviewed, and
essential training provided to teachers through customized online training
programs, blended learning in schools, and the advancement of initiatives in
the digital learning space can be explored further.
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The study shows that 22.74% of the students could not concentrate
and found difficult to stay online till the end of the class. Therefore, to face the
upcoming challenges due to so many uncertainties, making online teaching
creative, innovative, and interactive through user-friendly tools can be given
the highest priority.
The COVID-19 pandemic has given us enough opportunity in the field
of education to explore the best model to encounter the future uncertainties.
Ministry of Education, Dzongkhag/Thromde Education sector should
encourage our teachers and students to explore more and learn about e-
learning teaching to continue the trend even after returning to traditional face-
to-face classes.
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About the authors
Mr. Dorji Tshering is serving as a Principal of Sonamgang Middle Secondary School,
Phuentsholing Thromde. He did his Bachelor of Education (Secondary) from National
Institute of Education, Samtse in 2002 and Master in Educational Management
(M.Ed) from Mahidol University, Thailand in 2013.
Mr. Kesang Tshering is serving as a Principal of Samdrup Jongkhar Higher
Secondary School, Samdrup Jongkhar Thromde. He also did his Bachelor of
Education (Secondary) from Samtse College of Education in the year 2000 and
Master of Educational Studies from University of Newcastle, Australia, 2007.
