Abstract
Online learning has become an essential part of education worldwide, including in Thai universities. While it offers enhanced learning experiences, it also poses various challenges. This study examines the perspectives of 83 third-year Chinese education students at Mae Fah Luang University, who have been engaged in online learning for three years. Using a mixed methods approach, the research collected data through student reflections. Quantitative results, presented in tabular form, highlight both positive and negative opinions, while content analysis was used to explore students' views on the challenges and benefits of online learning. The findings reveal that most students perceive online learning as having more disadvantages than advantages. Key recommendations emphasize the need for both students and instructors to acquire digital technology skills and adopt strategies for online platforms. Promoting continuous engagement with technology-enhanced learning activities is vital for student development. Mastery of online learning today equips Thai learners to thrive in tomorrow's digital society. Moreover, online learning helps develop essential life skills critical for future success. This study supports the continued use of online methodologies by educators, supporting for persistence in online teaching approaches despite the challenges, as these methods foster an adaptable and effective learning environment.
Author Information
Phasuk Boontham, Mae Fah Luang University, Thailand
Paper Information
Conference: IICE2025
Stream: Educational Research
This paper is part of the IICE2025 Conference Proceedings (View)
Full Paper
View / Download the full paper in a new tab/window
To cite this article:
Boontham P. (2025) Empowering Digital Education: Thai University Students’ Views on Online Learning ISSN: 2189-1036 – The IAFOR International Conference on Education – Hawaii 2025 Official Conference Proceedings (pp. 305-315) https://doi.org/10.22492/issn.2189-1036.2025.26
To link to this article: https://doi.org/10.22492/issn.2189-1036.2025.26
Comments
Powered by WP LinkPress