A study of the transition from online to face-to-face learning during post-pandemic: From university students’ perspectives

Chan, Qi Thong and Chong, Weng Kit and Low, Ke Yin and Ngu, Qi Hao and Lok, Sherny Xue Ni (2023) A study of the transition from online to face-to-face learning during post-pandemic: From university students’ perspectives. Final Year Project, UTAR.

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Abstract

The Covid-19 pandemic has brought about unprecedented changes in the higher education landscape, with universities rapidly shifting to online learning to ensure continuity of education. As the pandemic situation stabilises, universities are now faced with the challenge of transitioning back to face-to-face learning while ensuring that students can adapt to the new learning environment. This study aims to investigate the university students’ adaptability to the sudden transition to face-to-face learning during post-pandemic and to examine the efficiency of learning mode between online learning and face-to-face learning among university students. A quantitative research approach was employed, using probability sampling and SPSS version 29 for data analysis. The main findings indicated that most respondents had insufficient self-efficacy during face-to-face learning, which may have contributed to a lack of adaptability to the sudden transition to face-to-face learning during post-pandemic. The efficiency of the learning model may also contribute to students' discomfort with face-to-face learning. In addition, the results of the study prove that both the self-efficacy of students and the efficiency of learning mode are significantly related to the adaptability to the sudden transition to face-to-face learning during post-pandemic. On the other hand, face-to-face learning was perceived to enhance engagement during discussions and activities, while online learning was seen as more convenient and flexible. This study explored the experiences and perceptions of university students transitioning from online to face-to-face learning in the post-pandemic era. Findings revealed challenges such as technical issues, social isolation, and lack of motivation, but also highlighted opportunities for flexibility, autonomy, and deeper engagement with peers and instructors. The study has implications for educational policies and practices, emphasising the need for a flexible and adaptive approach that considers the changing circumstances of the pandemic.

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