Abstract
Teaching and learning have transitioned entirely into an online mode in response to COVID-19 pandemic in Mongolia. Online education in and of itself is not new to Mongolian higher education sector. However, transitioning into 100% online mode within a space of a month and continue doing so since February 2020 has been a challenge. This article presents an insight into School of Education, Mongolian National University of Education students’ experiences with online learning using Microsoft Teams. The findings reveal that the Microsoft Teams provided similar learning experiences to on campus face to face learning in terms of working in groups, participating in lectures and seminars, and communicating with peers and teachers for some. For others, however this same experience was not achievable given their circumstances associated with rural location, poor quality Internet connection, costs of technology, buying Internet data, and other personal and family situations. Despite the challenges, of the 87 students who were involved in the study 57% of them were satisfied with the online learning mode but 36% were not satisfied. The qualitative findings were mixed: some noticed improvements in their independent learning skills and use technology and preferred online learning, some reported preference towards a blended learning for better interaction with peers and teachers. This insight into students’ experiences with online learning is valuable in shaping how we do higher education moving forward.
Author Information
Narangerel Tsedendamba, Mongolian National University of Education, Mongolia
Otgonsuren Gungaarentsen, Mongolian National University of Education, Mongolia
Paper Information
Conference: ACE2021
Stream: Teaching Experiences
This paper is part of the ACE2021 Conference Proceedings (View)
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To cite this article:
Tsedendamba N., & Gungaarentsen O. (2022) Insights into Students’ Online Learning Experiences During COVID-19 Pandemic: Shaping How We Do Education Moving Forward ISSN: 2186-5892 The Asian Conference on Education 2021: Official Conference Proceedings https://doi.org/10.22492/issn.2186-5892.2022.46
To link to this article: https://doi.org/10.22492/issn.2186-5892.2022.46
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