Abstract
COVID-19 required new off-school technology-based learning environments for educational continuity. This study described the online delivery modes of lectures and tutorials in a university in Brunei Darussalam during COVID-19. A cross-sectional survey was conducted among 818 students from eight faculties. Data were collected through online surveys and analysed with descriptive and inferential statistics. The results show that students reported positive perceptions of online teaching and learning delivery modes. Online live lectures and tutorial sessions were the most frequent teaching and learning delivery modes, and these were reported more in health-related faculties. Our simple and multiple linear regression analyses showed that a strong positive perception of online teaching and learning delivery modes, using PowerPoint with audios and engaging students in online discussion forums tutorials were positively associated with student academic performance. The results imply that the online teaching and learning delivery modes adopted in crisis situations influence student satisfaction and academic performance. This study highlights why the use of multiple instructional delivery modes during crises can improve online teaching and learning.
Similar content being viewed by others
References
Abisado, M. B., Unico, M. G., Umoso, D. G., Manuel, E. F., & Barroso, S. S. (2020). A flexible learning framework implementing asynchronous course delivery for Philippine local colleges and universities. International Journal of Advanced Trends in Computer Science and Engineering, 9(1.3), 413–421. https://doi.org/10.30534/ijatcse/2020/6591.32020
Abou-Khalil, V., Helou, S., Khalifé, E., Chen, M. A., Majumdar, R., & Ogata, H. (2021). Emergency online learning in low-resource settings: Effective student engagement strategies. Education Sciences, 1(1), 1–18.
Alashwal, M. (2020). Assessing online teaching in higher education amid the COVID-19 pandemic: A case study from Saudi Arabia. In Paper presented at conference on science and society, ConScienS research center, (ConScienS Proceedings) (pp. 68–72). https://doi.org/10.5281/zenodo.4058780
Alzahrani, A. (2022). Online learning during the Covid-19 Pandemic: A review of literature. Amazonia Investiga, 11(50), 188–203. https://doi.org/10.34069/AI/2022.50.02.19
Amir, L. R., Tanti, I., Maharani, D. A., Wimardhani, Y. S., Julia, V., Sulijaya, B., & Puspitawati, R. (2020). Student perspective of classroom and distance learning during COVID-19 pandemic in the undergraduate dental study program Universitas Indonesia. BMC Medical Education, 20(392), 1–6. https://doi.org/10.1186/s12909-020-02312-0
Anthony, B., Kamaludin, A., Romli, A., Raffei, A. F. M., Phon, D. N. A. L. E., Abdullah, A., & Ming, G. L. (2022). Blended learning adoption and implementation in higher education: A theoretical and systematic review. Technology, Knowledge and Learning, 27(2), 531–578. https://doi.org/10.1007/s10758-020-09477-z
Asamoah, D., Shahrill, M., & Abdul Latif, S. (2022). A review of formative assessment techniques in higher education during COVID-19. The Qualitative Report, 27(2), 475–487. https://doi.org/10.46743/2160-3715/2022.5145
Azlan, C. A., Wong, J., Tan, L. K., Huri, M. S. N. A., Ung, N. M., Pallath, V., Tan, C., Yeong, C. H., & Ng, K. H. (2020). Teaching and learning of postgraduate medical physics using Internet-based e-learning during the COVID-19 pandemic: A case study from Malaysia. Physica Medica, 80, 10–16. https://doi.org/10.1016/j.ejmp.2020.10.002
Callo, E. C., & Yazon, A. D. (2020). Exploring the factors influencing the readiness of faculty and students on online teaching and learning as an alternative delivery mode for the new normal. Universal Journal of Educational Research, 8(8), 3509–3518. https://doi.org/10.13189/ujer.2020.080826
Cleofas, J. V., & Rocha, I. C. N. (2021). Demographic, gadget and internet profiles as determinants of disease and consequence related COVID-19 anxiety among Filipino college students. Education and Information Technologies, 26(6), 6771–6786. https://doi.org/10.1007/s10639-021-10529-9
Edward, C. N., Asirvatham, D., & Johar, M. G. M. (2018). Effect of blended learning and learners’ characteristics on students’ competence: An empirical evidence in learning oriental music. Education and Information Technologies, 23, 2587–2606. https://doi.org/10.1007/s10639-018-9732-4
Elkhatat, A. M., & Al-Muhtaseb, S. A. (2021). Hybrid online-flipped learning pedagogy for teaching laboratory courses to mitigate the pandemic COVID-19 confinement and enable effective sustainable delivery: Investigation of attaining course learning outcome. SN Social Sciences, 1(113), 1–15. https://doi.org/10.1007/s43545-021-00117-6
Elsalem, L., Al-Azzam, N., Jum’ah, A. A., & Obeidat, N. (2021). Remote e-exams during Covid-19 pandemic: A cross-sectional study of students’ preferences and academic dishonesty in faculties of medical sciences. Annals of Medicine and Surgery, 62(12), 326–333. https://doi.org/10.1016/j.amsu.2021.01.054
Eurboonyanun, C., Wittayapairoch, J., Aphinives, P., Petrusa, E., Gee, D. W., & Phitayakorn, R. (2021). Adaptation to open-book online examination during the COVID-19 pandemic. Journal of Surgical Education, 78(3), 737–739. https://doi.org/10.1016/j.jsurg.2020.08.046
Gamage, D., Perera, I., & Fernando, S. (2020). MOOCs lack interactivity and collaborativeness: Evaluating MOOC platforms. International Journal of Engineering. Pedagogy, 10(94), 95–111. https://doi.org/10.3991/ijep.v10i2.11886
Hanrahan, M. (1998). The effect of learning environment factors on students’ motivation and learning. International Journal of Science Education, 20(6), 737–753. https://doi.org/10.1080/0950069980200609
Hilliam, R., & Vines, K. (2021). When one size does fit all: Simultaneous delivery of statistics teaching to multiple audiences. Journal of University Teaching & Learning Practice, 18(2), 04. https://doi.org/10.53761/1.18.2.4
Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The difference between emergency remote teaching and online learning. Educause Review. Retrieved from the difference between emergency remote teaching and online learning|EDUCAUSE
Hodges, C. B., & Barbour, M. K. (2021). Assessing learning during emergency remote education. Italian Journal of Educational Technology, 29(2), 85–98. https://doi.org/10.17471/2499-4324/1208
Hysaj, A., & Hamam, D. (2020). Exploring the affordance of distance learning platform (DLP) in COVID19 remote learning environment [paper presentation]. In HCI international 2020—late breaking papers: Cognition, learning and games. Lecture notes in computer science (pp. 421–431), Springer, Cham. https://doi.org/10.1007/978-3-030-60128-7_32
Jamil, H., Ramli, H. M., & Leong, E. (2022). Advocating blended learning for university undergraduate level mathematical instruction beyond COVID-19. In S. A. Abdul Karim & S. A. Husain (Eds.), Engineering and sciences teaching and learning activities: New systems throughout COVID-19 pandemics (pp. 33–45). Springer International Publishing. https://doi.org/10.1007/978-3-030-79614-3_4
Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice-Hall.
Krejcie, R. V., & Morgan, D. W. (1970). Determining sample size for research activities. Educational and Psychological Measurement, 30, 607–610. https://doi.org/10.1177/001316447003000308
Lapitan, L. D., Jr., Tiangco, C. E., Sumalinog, D., Sabarillo, N. S., & Diaz, J. M. (2021). An effective blended online teaching and learning strategy during the COVID-19 pandemic. Education for Chemical Engineers, 35, 116–131. https://doi.org/10.1016/j.ece.2021.01.012
Levy, J., Brok, D. P., Wubbels, T., & Brekelmans, M. (2003). Students’ perceptions of interpersonal aspects of the learning environment. Learning Environment Research, 6, 5–36. https://doi.org/10.1023/A:1022967927037
Li, C., He, J., Yuan, C., Chen, B., & Sun, Z. (2019). The effects of blended learning on knowledge, skills, and satisfaction in nursing students: A meta-analysis. Nurse Education Today, 82, 51–57.
Lorsbach, A., & Jinks, J. (1999). Self-efficacy theory and learning environment research. Learning Environment Research, 2, 157–167. https://doi.org/10.1023/A:1009902810926
Magalhães, P., Ferreira, D., Cunha, J., & Rosário, P. (2020). Online vs traditional homework: A systematic review on the benefits to students’ performance. Computers & Education, 152, 103869. https://doi.org/10.1016/j.compedu.2020.103869
Martin, F., Sun, T., & Westine, C. D. (2020). A systematic review of research on online teaching and learning from 2009 to 2018. Computers & Education, 159, 104009. https://doi.org/10.1016/j.compedu.2020.104009
Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2009). Evaluation of evidence-based practices in online learning (Report). U.S. Department of Education. https://www2.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf
Moorhouse, B. L., & Wong, K. M. (2022). Blending asynchronous and synchronous digital technologies and instructional approaches to facilitate remote learning. Journal of Computer Education, 9, 51–70. https://doi.org/10.1007/s40692-021-00195-8
Murphy, L., Eduljee, N. B., & Croteau, K. (2020). College student transition to synchronous virtual classes during the COVID-19 pandemic in Northeastern United States. Pedagogical Research, 5(4), 1–10. https://doi.org/10.29333/pr/8485
Muthuprasad, T., Aiswarya, S., Aditya, K. S., & Jha, G. K. (2021). Students’ perception and preference for online education in India during COVID-19 pandemic. Social Sciences & Humanities Open, 3, 1–11. https://doi.org/10.1016/j.ssaho.2020.100101
Natarajan, J., & Joseph, M. A. (2022). Impact of emergency remote teaching on nursing students’ engagement, social presence, and satisfaction during the COVID-19 pandemic. Nursing Forum, 57(1), 42–48. https://doi.org/10.1111/nuf.12649
Obeidat, A., Obeidat, R., & Al-Shalabi, M. (2020). The effectiveness of adopting e-learning during COVID-19 at Hashemite University. International Journal of Advanced Computer Science and Applications, 11(12), 96–104. https://doi.org/10.14569/IJACSA.2020.0111213
Olakanmi, E. E. (2017). The effects of a flipped classroom model of instruction on students’ performance and attitudes towards chemistry. Journal of Science Education and Technology, 26, 127–137. https://doi.org/10.1007/s10956-016-9657-x
Pallant, J. (2010). SPSS survival manual: A step by step guide to data analysis using the SPSS program (4th ed.). McGraw Hill.
Rapanta, C., Botturi, L., Goodyear, P., Guàrdia, L., & Koole, M. (2020). Online university teaching during and after the Covid-19 crisis: Refocusing teacher presence and learning activity. Postdigital Science and Education, 2(3), 923–945. https://doi.org/10.1007/s42438-020-00155-y
Refae, G. A. E., Kaba, A., & Eletter, S. (2021). The impact of demographic characteristics on academic performance: Face-to-face learning versus distance learning implemented to prevent the spread of COVID-19. International Review of Research in Open and Distance Learning, 22(1), 91–110. https://doi.org/10.19173/irrodl.v22i1.5031
Schoenfeld-Tacher, R. M., & Dorman, D. C. (2021). Effect of delivery format on student outcomes and perceptions of a veterinary medicine course: Synchronous versus asynchronous learning. Veterinary Sciences, 8(2), 1–14. https://doi.org/10.3390/vetsci8020013
Sellnow-Richmond, D., Strawser, M. G., & Sellnow, D. D. (2020). Student perceptions of teaching effectiveness and learning achievement: A comparative examination of online and hybrid course delivery format. Communication Teacher, 34(3), 248–263. https://doi.org/10.1080/17404622.2019.1673456
Shahrill, M., Petra, M. I., Naing, L., Yacob, J., Santos, J. H., & Aziz, A. B. Z. A. (2021). New norms and opportunities from the COVID-19 pandemic crisis in a higher education setting: Perspectives from Universiti Brunei Darussalam. International Journal of Educational Management, 35(3), 700–712. https://doi.org/10.1108/IJEM-07-2020-0347
Simamora, R. R., de Fretes, D., Purba, E. D., & Pasaribu, D. (2020). Practices, challenges, and prospects of online learning during COVID-19 pandemic in higher education: Lecturer perspectives. Studies in Learning and Teaching, 1(3), 185–208. https://doi.org/10.46627/silet
Stevanović, A., Božić, R., & Radović, S. (2021). Higher education students’ experiences and opinion about distance learning during the Covid-19 pandemic. Journal of Computer Assisted Learning, 37(6), 1682–1693. https://doi.org/10.1111/jcal.12613
Thai, T. N., Wever, D. B., & Valcke, M. (2017). The impact of a flipped classroom design on learning performance in higher education: Looking for the best “blend” of lectures and guiding questions with feedback. Computers & Education, 107, 113–126. https://doi.org/10.1016/j.compedu.2017.01.003
Theoret, C., & Ming, X. (2020). Our education, our concerns: The impact on medical student education of COVID-19. Medical Education, 54(7), 591–592. https://doi.org/10.1111/medu.14181
Tranmer, M., Murphy, J., Elliot, M., & Pampaka, M. (2020). Multiple linear regression (2nd ed.). Cathie Marsh Institute Working Paper 2020–01. https://hummedia.manchester.ac.uk/institutes/cmist/archive-publications/working-papers/2020/multiple-linear-regression.pdf
Tuah, N. A. A., & Naing, L. (2020). Is online assessment in higher education institutions during COVID-19 pandemic reliable? Siriraj Medical Journal, 73(1), 61–67. https://doi.org/10.33192/Smj.2021.09
Wu, J., Zhang, R., Qiu, W., Shen, J., Ma, J., Chai, J., Wu, H., Hu, L., & Zhou, W. (2021). Impact of online closed-book examinations on medical students’ pediatric exam performance and test anxiety during the coronavirus disease 2019 pandemic. Pediatric Medicine, 4(1), 1–9. https://doi.org/10.21037/pm-20-80
Yekefallah, L., Namdar, P., Panahi, R., & Dehghankar, L. (2021). Factors related to students’ satisfaction with holding e-learning during the Covid-19 pandemic based on the dimensions of e-learning. Heliyon, 7(7), 1–6. https://doi.org/10.1016/j.heliyon.2021.e07628
Yough, M., Slaten, C. D., Sankofa, N., Li, J., & Anderman, E. M. (2023). English language learner perceptions of school climate and teacher–student relationships: Role of acculturation and implications for achievement. Learning Environments Research. https://doi.org/10.1007/s10984-023-09469-7
Zheng, W., Ma, Y. Y., & Lin, H. L. (2021). Research on blended learning in physical education during the COVID-19 pandemic: A case study of Chinese students. SAGE Open, 11(4), 1–12. https://doi.org/10.1177/21582440211058196
Zhou, J., & Hawrot, A. (2023). Latent profile analysis of students’ perception of German classroom climate: Outcomes and covariates. Learning Environment Research. https://doi.org/10.1007/s10984-023-09471-z
Author information
Authors and Affiliations
Contributions
Except for EL and DA, all other authors (MS, LN, MIP, JHS and ABZAZ) contributed to the study’s conception and design. EL, DA and LN analysed the data. MS, EL, DA, LN, MIP, JHS and ABZAZ contributed equally to the first draft of the manuscript, and all authors (MS, EL, DA, LN, MIP, JHS and ABZAZ) commented on and edited the subsequent versions. All authors (MS, EL, DA, LN, MIP, JHS and ABZAZ) read and approved the final manuscript.
Corresponding author
Ethics declarations
Conflict of interest
The authors declare that they have no competing interests.
Additional information
Publisher's Note
Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.
Rights and permissions
Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law.
About this article
Cite this article
Shahrill, M., Leong, E., Asamoah, D. et al. Patterns of university online teaching and learning delivery approaches and students’ performance during COVID-19. Learning Environ Res (2024). https://doi.org/10.1007/s10984-023-09489-3
Received:
Accepted:
Published:
DOI: https://doi.org/10.1007/s10984-023-09489-3