Year: 2025
Type: article
Abstract: This qualitative study explores the perceptions of two higher education instructors regarding online education in the post-COVID-19 era. The researchers employ a narrative inquiry approach to investigate the successes and obstacles they encountered while developing and teaching various online classes. Our findings revealed that flexibility, convenience, as well as time and cost savings were the key advantages of online education. However, the results indicated that digital literacy gaps, problematic ICT issues, psychosocial frustrations, videoconferencing fatigue, and a lack of social cohesion can undermine the learning process in a virtual course. We also found that some distance education instructors feel they are expected to be available to administrators and students around the clock due to the affordances of technological tools. Generative artificial intelligence (GAI) is a disruptive force in the educational field, offering potential benefits and significant obstacles for both students and teachers. The researchers argue that key lessons learned during the COVID-19 pandemic can help educators navigate the challenges posed by GAI and better equip them to integrate emerging technologies into their professional practice.
Authors: Toland, Sean H, O’Connor, John
Institution: International University of Kagoshima
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W7208596154