Qualitative Analysis of Students' Online Learning Experiences after the University Reopening

Abstract

The revolutionary challenges posed to education by the COVID-19 pandemic have brought attention to educational technology, especially online learning. As a result, many online learning platforms and digital tools have sprung up. After campus closure, many higher education institutions adopted Zoom Video Conference to replace traditional offline classes and make full use of the functions of the Learning Management Systems (LMSs) to improve students' learning effect. However, the impact of the pandemic on higher education is long-lasting. Even after college campuses reopened for the Fall 2021 semester, online synchronized courses still abound. Students still need to use these online learning tools, whether in hybrid or Hy-Flex modes. This study analyzed the impact of online learning tools on students' learning interactivity and engagement by understanding their evaluation of the online learning experience and effectiveness after campus reopening. Through the analysis of previous studies and reports, this study puts forward two hypotheses: 1) Moodle learning management system provides effective learning participation and interaction for students' online learning; 2) Zoom provides effective learning participation and interaction for students' online learning. Twenty-six students at Adelphi University were recruited to participate in the in-depth interviews about their online learning experiences. Through the analysis and interpretation of the interviews, the research results demonstrate the rationality of the hypothesis and obtain new findings of the marginalization experience of international students when they participate in Zoom courses.