ABSTRACT
This study explores student experiences of online learning during the global COVID19 pandemic. The paper assesses whether the outcomes of constructivist inquiry-based learning can still be achieved online. A qualitative research approach was used to survey online learning experiences of students. A total of 27 registered Construction Studies university students conveniently sampled across all levels of study completed a questionnaire with close ended questions. The data collection was computed and analysed using SPSS version 27. Mean values, standard deviations and reliability values were computed. Results of the survey indicated that most students spent more time doing work during online learning. Students indicated that they were able to think more critically and discuss concepts and collaborate with other students. There was a handful of students that were more stressed, socially inactive and lacked outdoor activity due to online learning. The sample is drawn from a single university in South Africa and findings cannot be generalized across all student populations. © 2023, The Author(s), under exclusive license to Springer Nature Switzerland AG.
ABSTRACT
This study explores student experiences of online learning during the global COVID19 pandemic. The paper assesses whether the outcomes of constructivist inquiry-based learning can still be achieved online. A qualitative research approach was used to survey online learning experiences of students. A total of 27 registered Construction Studies university students conveniently sampled across all levels of study completed a questionnaire with close ended questions. The data collection was computed and analysed using SPSS version 27. Mean values, standard deviations and reliability values were computed. Results of the survey indicated that most students spent more time doing work during online learning. Students indicated that they were able to think more critically and discuss concepts and collaborate with other students. There was a handful of students that were more stressed, socially inactive and lacked outdoor activity due to online learning. The sample is drawn from a single university in South Africa and findings cannot be generalized across all student populations. © 2023, The Author(s), under exclusive license to Springer Nature Switzerland AG.