International Association of Educators   |  ISSN: 2834-7919   |  e-ISSN: 1554-5210
International Journal of Progressive Education
International Association of Educators

Original article | International Journal of Progressive Education 2022, Vol. 18(5) 59-74

Thai University Students’ Perceptions of Online Education after Extended Period of Emergency Remote Education

Chuti̇garn Raktham

pp. 59 - 74   |  DOI: https://doi.org/10.29329/ijpe.2022.467.4   |  Manu. Number: MANU-2205-23-0002

Published online: October 01, 2022  |   Number of Views: 202  |  Number of Download: 480

Save PDF

Abstract

For over 2 years, the Covid-19 pandemic forced large numbers of Thai students to engage in emergency remote education, but with the pandemic abating and students returning to face-to-face classrooms, this paper takes the opportunity to examine students’ feelings about their experience with online education. The aims of this research are thus to investigate students’ perceptions of their university’s preparedness and its provision of ongoing support for online learning, the quality of the online teaching, the advantages and disadvantages of online classrooms, the students’ technological self-efficacy, and their preferred mode of learning when the pandemic abates. The results reveal that students’ overall satisfaction with the university’s preparedness and support was at the moderate level, while the quality of online teaching and students’ technological self-efficacy were rated at the high level. In terms of the advantages and disadvantages of online education, the latter outweighed the former. The students’ preferred mode of learning after the end of the pandemic was face-to-face classrooms, followed in order by blended learning, and then fully online classrooms. The findings suggest that factors including the lack of university life experiences, an absence of classroom interaction, health problems, and heavy workloads could hinder the adoption of fully online classrooms.

Keywords: Emergency Remote Education, Perception, Information Technology

How to Cite this Article?

APA 6th edition
Raktham, C. (2022). Thai University Students’ Perceptions of Online Education after Extended Period of Emergency Remote Education . International Journal of Progressive Education, 18(5), 59-74. doi: 10.29329/ijpe.2022.467.4

Harvard
Raktham, C. (2022). Thai University Students’ Perceptions of Online Education after Extended Period of Emergency Remote Education . International Journal of Progressive Education, 18(5), pp. 59-74.

Chicago 16th edition
Raktham, Chuti̇garn (2022). "Thai University Students’ Perceptions of Online Education after Extended Period of Emergency Remote Education ". International Journal of Progressive Education 18 (5):59-74. doi:10.29329/ijpe.2022.467.4.
References
  1. Aristovnik, A., Keržič, D., Ravšelj, D., Tomaževič, N., & Umek, L. (2020). Impacts of the COVID-19 Pandemic on Life of Higher Education Students: A Global Perspective. Sustainability, 12(20), 8438. https://doi.org/10.3390/su12208438 [Google Scholar] [Crossref] 
  2. Bhatiasevi, V. (2011). Acceptance of e-learning for users in higher education: An extension of the technology acceptance model. The Social Sciences, 6(6), 513-520. [Google Scholar]
  3. Bozkurt, A. (2019a). Intellectual roots of distance education: A progressive knowledge domain analysis. Distance Education, 40(4), 497-514. [Google Scholar]
  4. Bozkurt, A. (2019b). From distance education to open and distance learning: A holistic evaluation of history, definitions, and theories. In S. Sisman-Ugur, & G. Kurubacak (Eds.), Handbook of Research on Learning in the Age of Transhumanism. Hershey, PA: IGI Global. [Google Scholar]
  5. Bozkurt, A., Jung, I., Xiao, J., Vladimirschi, V., Schuwer, R., Egorov, G., Lambert, S. R., Al-Freih, M., Pete, J., Olcott, D., Jr., Rodes, V., Aranciaga, I., Bali, M., Alvarez, A. V., Jr., Roberts, J., Pazurek, A., Raffaghelli, J. E., Panagiotou, N., de Coëtlogon, P., & Paskevicius, M. (2020). A global outlook to the interruption of education due to COVID-19 pandemic: Navigating in a time of uncertainty and crisis. Asian Journal of Distance Education, 15(1), 1-126. https://doi.org/10.5281/zenodo.3878572 [Google Scholar] [Crossref] 
  6. Chomphuchart, N. (2017). Thai university students' attitudes toward the use of the internet in learning English. Rangsit Journal of Educational Studies, 4(1), 13-30. [Google Scholar]
  7. Chung, E., Subramaniam, G., & Dass, L. C. (2020). Online Learning Readiness among University Students in Malaysia amidst COVID-19. Asian Journal of University Education, 16(2), 46–58. [Google Scholar]
  8. Doolan, K., Barada, V., Burić, I., Krolo, K., & Tonković, Ž. (2021). Student life during the COVID-19 pandemic lockdown: Europe-wide insights. European Students’ Union (ESU). [Google Scholar]
  9. Farnell, T., Skledar Matijević, A., & Šćukanec Schmidt, N. (2021). The impact of COVID-19 on higher education: A review of emerging evidence, NESET report, Luxembourg: Publications Office of the European Union. https://doi.org/10.2766/069216 [Google Scholar] [Crossref] 
  10. Gallagher, S, & Palmer, J. (2020, September 29). The pandemic pushed universities online. The Change Was Long Overdue, Harvard Business Review. https://hbr.org/2020/09/the-pandemic-pushed-universities-online-the-change-was-long-overdue [Google Scholar]
  11. Gatti, T., Helm, F., Huskobla, G., Maciejowska, D., McGeever, B., Pincemin, J.-M. et al. (2020). Practices at Coimbra Group Universities in Response to the COVID-19: A Collective Reflection on the Present and Future of Higher Education in Europe. The COIMBRA Group. https://www.coimbra-group.eu/wpcontent/uploads/Final-Report-Practices-at-CG-Universities-in-response-to-the-COVID19.pdf [Google Scholar]
  12. Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020, March 27). The difference between Emergency Remote Teaching and Online Learning. EDUCAUSE Review. [Google Scholar]
  13. https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning [Google Scholar]
  14. Imsa-ard, P. (2020), Thai university students' perceptions towards the abrupt transition to ‘forced’ online learning in the COVID-19 situation, Journal of Education Khon Kaen University, 43(3), 30-44. [Google Scholar]
  15. Jiang, N., Yan-Li, S., Pamanee, K., & Sriyanto, J. (2021). Depression, anxiety, and stress during the COVID-19 pandemic: Comparison among higher education students in four countries in the Asia-Pacific region. Journal of Population and Social Studies, 29, 370-383. https://doi.org/10.25133/JPSSv292021.023 [Google Scholar] [Crossref] 
  16. Kenan Foundation (2020). 3 Consequences of Covid-19 on Thai Education, 21st Century Education, Kenan Foundation Asia, Thailand. [Google Scholar]
  17. Kozma, R. (2002). ICT and educational reform in developed and developing countries. Center for Technology in Learning, CA: SRI International. https://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.135.2867&rep=rep1&type=pdf [Google Scholar]
  18. Lao, R. (2020, May 1). Pandemic is exposing the gaps in Thai education. Bangkok Post. [Google Scholar]
  19. Lobos K, Cobo-Rendón R, Mella-Norambuena J, Maldonado-Trapp A, Fernández Branada C, & Bruna Jofré C. (2021) Expectations and experiences with online education during the COVID-19 pandemic in university students. Frontiers in Psychology, 12, 1-10. https://doi.org/10.3389/fpsyg.2021.815564 [Google Scholar] [Crossref] 
  20. Martin, F., Budhrani, K., & Wang, C. (2019). Examining faculty perception of their readiness to teach online. Online Learning Journal, 23(3), 97–119. https://doi.org/ 10.24059/olj.v23i3.1555 [Google Scholar] [Crossref] 
  21. Ngampornchai, A. & Adams, J. (2016). Students’ Acceptance and Readiness for E-Learning in Northeastern Thailand. International Journal of Educational Technology in Higher Education, 13(34). https://DOI 10.1186/s41239-016-0034-x [Google Scholar]
  22. Nuankaew, P., Nuankaew, W., Nasa-ngium, P., Phanniphong, K., Teeraputon, D., & Oranan C. (2021). Attitude towards online learning from the effect of Coronavirus 2109 disease (Covid-19) of university students in Thailand. PalArch’s Journal of Archaeology of Egypt / Egyptology, 18(4), 2498-2517. [Google Scholar]
  23. Olivier, G. D. (2017). Students’ attitudes toward learning English through e-learning at a Thai university. Journal of Liberal Arts Prince of Songkla University, 9(2), 1–27. [Google Scholar]
  24. Oxford Policy Management (2020). Social Impact Assessment of COVID-19 in Thailand. Oxford Policy Management Limited. [Google Scholar]
  25. Phalitnonkiat, P., Nuengchamnong, T.,Suriyapornpun1, S., Singhapant, N., Seanghom, P., Inman, W.,  Chanonmetarat1, A., Pinkrua1, A., &  Okoshi, Y. (2020). Understanding students’ readiness for online learning during Covid-19: Caste study at Burapha University International. In The 5th TICC International Conference 2020 in Multidisciplinary Research Towards a Sustainable Society (pp. 41-55).  [Google Scholar]
  26. 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. [Google Scholar]
  27. Schlösser, T., Dunning, D., Johnson, K. L., & Kruger, J. (2013). How unaware are the unskilled? Empirical tests of the “Signal Extraction” counter explanation for the Dunning-Kruger Effect in self-evaluation of performance. Journal of Economic Psychology, 39, 85-100. [Google Scholar]
  28. Selvanathan, M., Hussin, N. A. M., & Azazi, N. A. N. (2020). Students learning experiences during COVID-19: Work from home period in Malaysian higher learning institutions. Teaching Public Administration. https://doi.org/10.1177%2F0144739420977900 [Google Scholar] [Crossref] 
  29. Siriteerawasu, W. (2021). Obstacles to online learning or Thai university students in the era of Covid-19 crisis. Social Sciences and Education Research Review, 8(2), 108–119. [Google Scholar]
  30. Smith, P. J., Murphy, K. L., & Mahoney, S. E. (2003). Towards identifying factors underlying readiness for online learning: an exploratory study. Distance Education, 24(1), 57–67. [Google Scholar]
  31. Sukman, K., & Mhunkongdee, T. (2021). Thai EFL learners’ voices on learning English online during the COVID-19 pandemic. International Journal of English Language Teaching, 9(2), 1-9. [Google Scholar]
  32. Teo, T., Luan, W. S., Thammetar, T., & Chattiwat, W. (2011). Assessing e-learning acceptance by university students in Thailand. Australasian Journal of Educational Technology, 27(8). [Google Scholar]
  33. Thanavisuth, C. (2021). Students’ Perceptions of Online Learning During the COVID-19 Pandemic: A Study of Undergraduate Students from an International University, Thailand. AU Virtual International Conference Entrepreneurship and Sustainability in the Digital Era, 2(1), 382-387. [Google Scholar]
  34. Todd, R. W. (2020). Teachers’ Perceptions of the Shift from the Classroom to Online Teaching. International Journal of TESOL Studies, 2(2), 4-16. [Google Scholar]
  35. Unger, S., & Meiran, W. R. (2020). Student attitudes towards online education during the COVID-19 viral outbreak of 2020: Distance learning in a time of social distance. International Journal of Technology in Education and Science, 4(4), 256-266. [Google Scholar]
Download
Metric
History
Related

Volume 18 Issue 5

October 2022

All Articles

International Journal of Progressive Education

International Association of Educators.
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International Public License.
Privacy policy     |     Terms of Use     |     Use of Cookies
Creative Commons Lisansı
© 2012 - 2024 - THDSoft e-Journal Management System.