Perception of Online Learning Among Information Systems and Operations Management Students’; amidst COVID-19

With the outbreak of the coronavirus pandemic popularly known as COVID-19 causing a worldwide catastrophe and having a devastating effect on civilisation, countries were forced to into lockdown and the enactment of social distancing rules as a preventive measure to reduce its spread. Hence, face-to-face interactions were frowned upon as it violates social distancing rules. Universities and colleges were left with no option than to adapt to the online learning paradigm. This quantitative study explored the experiences of students’ with online learning during the emergency phase of the COVID-19 pandemic at the University of Nottingham when universities were pressured to shut down and switch to online delivery due to the coronavirus outbreak. Purposive sampling was employed to sample 40 students from the Information Systems and Operations Management programme to participate in this study. Research questions centred on how participants perceived their learning experience in the online setting, challenges they faced and the possible solutions to curb those challenges. Data was collected through an online survey. Questionnaires were completed and administered through Qualtrics. Descriptive statistical analysis was used to analyse the data obtained. The results of this study indicated that students’ had both a negative and positive learning experience. The findings of this study revealed that digital engagement, access to technology and easy access to the internet were students’ positive experiences. However, the students’ negative experiences were triggered by delayed feedback from instructors, inadequate support being; access to off-campus resources and technical support, lack of focus and the sense of isolation on the students' side as learner-to-learner interactions were weak. The findings of this study and the recommendations can be used by educators, institutions and instructors to understand students’ perceptions regarding online learning, and ultimately serve as a framework for improvement