Awareness and Use of Digital Learning Before and During COVID-19

Abstract

The COVID-19 pandemic has caused a massive shift in the worldwide educational teaching-learning system. All educational activities have shifted digitally. Due to this sudden shift, digital learning has experienced significant change. The current study aims to analyze the pre-COVID-19 and post-COVID-19 perceptions and usage of digital learning among school children. Also, how COVID-19 impacted their digital learning knowledge. Two surveys were conducted, one before the COVID-19 outbreak and the other after the outbreak. The study's findings show that students’ digital learning usage increased significantly after the outbreak of COVID-19, and they are more satisfied with the digital learning facilities. Students' knowledge about digital learning is also increased. However, after COVID-19, the students' motivation dropped. The majority of respondents had never used digital learning before COVID-19. The widespread usage of digital learning has also raised barriers. The barriers outweighed the benefits of digital learning.

Introduction

We are in a generation where digital technology is applied everywhere around us. Digital technology made our life simpler and more comfortable. In a way, it increased our quality of life. The education sector is a significant field of our development, where the application of digital technology has increased significantly over the years. Educators started incorporating digital technology to make learning and teaching more efficient and exciting. However, after the COVID-19 pandemic forced the closure of nearly all educational institutions globally in March 2020, it became the only choice.

The COVID-19 pandemic has created the most significant disruption of education systems in human history, affecting nearly 1.6 billion learners in more than 200 countries. Closures of schools, institutions, and other learning spaces have impacted more than 94% of the world's student population (Pokhrel & Chhetri, 2021). In order to address this unexpected scenario, all academic activities were moved digitally. The COVID-19 outbreak has hastened the growth of digital education in India. It has become the new normal in our life. Learning digitally became the only option to continue education. So it became a necessity to become technologically competent to pursue education. With the advent of digital learning, traditional, teacher-centred, lecture-based activities have given way to more student-centred ones, such as group projects, discussions, and hands-on learning activities, and reduced reliance on traditional lectures (Zhu & Liu, 2020).

Although digital devices constantly surround today's youth, they are not all equally prepared for a future filled with technology since there are still many digital divides in the community.

In order to satisfy the demands of the younger generation and prepare them for a digital future, schools and the education of children need to undergo a significant digital transformation (Iivari et al., 2020).

Related Studies

In today's world, education confronts significant challenges: it is expected to give students the competencies they will need in the future, to consider informal modes of learning, and to respond to these challenges by employing digital technology and new pedagogical approaches (Ilomäki & Lakkala, 2018). Recently, the education system has undergone revolutionary transformations. The entire education system will change due to the tremendous evolutionary stride of digitalization. Technology is following an educational trajectory while addressing barriers to learning, teaching, and social functionalities. Thus, technology is accelerating the reform of education. By providing students with unbiased, undivided instruction, digital learning will open new doors and link them to people worldwide (Naqvi & Sahu, 2020).

Digital learning has been a mainstay of higher education worldwide since the turn of the 21st century. The development of skills and technologies for effective digital learning is becoming increasingly vital. For instance, perceived usefulness and perceived ease of use are significant for technological acceptance (Händel et al., 2020). Digital learning has become a solution for this bizarre global pandemic despite the challenges posed to learners and teachers (Pokhrel & Chhetri, 2021).

The pandemic transformed the highly traditional, chalk-talk education approach into innovative web-based innovation and technology. This disconcerting effect on school delivery is compelling politicians to figure out how to drive accountability at scale while assuring comprehensive e-learning action plans and taking care of modern digital gadgets (Garg et al., 2020).

Hubalovsky et al. (2018) confirm that adaptive features of e-learning can be implemented in school education and that learning objectives can be attained more effectively for some students. According to Kauffman (2015), students perceive online courses differently than traditional ones. Negative perceptions, such as lower persistence and motivation, may result in poor learning outcomes. Although the transition to online learning was successful in terms of academic outcomes, students reported significant levels of stress and anxiety as a result of the change (Lemay et al., 2021). Mathrani et al. (2022) confirm the existence of digital gaps at all three levels, such as access, capacity, and result, as well as across genders, when students shifted to online education during the lockdowns enforced. Due to a significant digital gap, students found adjusting to this unexpected transition challenging and were neither satisfied nor prepared for it. Instead, they experienced anxiety, uncertainty, and several other difficulties. They discovered online shift as a temporary solution to respond to the pandemic since there was no alternative to face-to-face learning (Kundu & Bej, 2020).

Adnan and Anwar (2020) assert that online learning cannot produce the intended results in underdeveloped countries when the vast majority of students are unable to utilize the internet due to technical and economic limitations. Kapasia et al. (2020) propose focused interventions to establish a good learning environment for students from disadvantaged groups. There is an urgent need for strategies to create a resilient education system that would guarantee the development of young minds’ employability and productivity.

Purpose of the Study

This study aims to compare school students’ digital learning awareness and perceptions before COVID-19 and after COVID-19. Since the data was collected in 2019(pre-COVID-19) and 2022 (post-COVID-19), this study analyzed how digital learning perception and usage changed after the outbreak of COVID-19 and how COVID-19 impacted the knowledge of digital learning among school students.

Methodology

For this study, two surveys were taken into account. The first survey was done in 2019, before the COVID-19 pandemic, while the second was undertaken in 2022, following the COVID-19 outbreak. The main aim of this study is to compare and analyze students’ digital learning awareness, usage and perception before and after the COVID-19 outbreak and to understand how COVID-19 influenced students’ awareness of digital learning. Both of these studies were conducted in higher secondary schools in Thiruvananthapuram, Kerala, India. A total of 224 people participated in each survey. The term S1 denotes survey 1, and S2 survey 2. Both surveys were conducted in the higher secondary schools of Thiruvananthapuram, Kerala, India. The data were collected from classes 8 to 10 in S1, and after 3 years, data were collected from classes 11 and 12.

Data Analysis

All the participants in S1 were female students, whereas, in S2, 62.95% were female and 37.05% were male.

Computer Facility and Efficiency

From Figures 1 and 2, it is evident that the majority of the students are efficient in using computers, according to both S1 (67.41%) and S2 (62.05%).

Figure 1.

Efficiency in using computers (S1).

Figure 2.

Efficiency in using computers (S2).

However, in S1, more students responded as not efficient (23.66%) compared to S2 (9.82%). Less than one-tenth (8.93%) of students responded as very efficient in S1, and in S2, more than one-fourth (28.13%) of students responded as very efficient.

Awareness and Usage of Digital Learning

In both S1 and S2, all the students said they have a computer facility at their school.

Out of 224 respondents, 71.88% of respondents in S1 were aware of digital learning, while all 224 participants in S2 were aware of digital learning technology (Figures 3 and 4).

Figure 3.

Awareness of digital learning (S1).

Figure 4.

Awareness of digital learning (S2).

A question was asked to determine the extent to which respondents in S1 used digital learning technologies. Very few respondents used digital learning technology more than 10 hours per week (0.89%). Most of them used digital learning technology for less than 1 hour per week (59.82%). However, in S2, the usage of digital learning technology increased exponentially. The usage was calculated in hours/day, while in S1, usage was calculated in hours/week. Most respondents used digital learning technology (33.04%) for 3 to 4 hours per day (Figures 5 and 6).

Figure 5.

Usage of digital learning technology (S1).

Figure 6.

Usage of digital learning technology (S2).

Familiarity With the Digital Learning Forms

Table 1 represents the familiarity with the digital learning forms among the respondents. In S1, online/digital textbooks are most familiar to the participants (40.18%), followed by video conferencing (38.84%), online study materials (34.38%), etc. The least familiar form of digital learning is massive open online courses (MOOC) (6.70%), followed by digital training courses. In S2 also, the most famous form of digital learning was online study materials (74.55%), followed by video conferencing (66.52%) and online/digital textbooks (50.45%). The least favorite was MOOC (12.50%), followed by blogs (14.73%) and digital training courses (20.98%).

Table 1.

Familiarity With the Digital Learning Forms.

Forms of digital learning	S1		S2
	No	Percentage	No	Percentage
Video conferencing	87	38.84	149	66.52
Online/digital textbooks	90	40.18	113	50.45
Massive open online courses	15	6.70	28	12.50
Learning management systems	38	16.96	63	28.13
Blogs	25	11.16	33	14.73
Digital training courses	19	8.48	47	20.98
Digital libraries	52	23.21	68	30.36
Online study materials	77	34.38	167	74.55

*The total is higher than the population as the question is multi-optional.

Satisfaction With the Digital Learning Facilities

From Table 2, it is clear that the number of students satisfied with the digital learning facilities in their school is higher in S2 (49.11%) than in S1 (43.30%). Still, students who are fully satisfied with the digital learning facilities are lower in S2 (17.86%) than in S1 (20.54%). Also, the number of students unsatisfied with the digital learning facilities is comparatively lower in S2 (9.82%) than in S1 (24.11%).

Table 2.

Satisfaction Level with the Digital Learning Facilities.

Satisfaction level	S1		S2
	No	Percentage	No	Percentage
Fully satisfied	46	20.54	40	17.86
Satisfied	97	43.30	110	49.11
Neither satisfied nor dissatisfied	27	12.05	52	23.21
Not satisfied	54	24.11	22	9.82

Impact of COVID-19

Two additional questions were asked to the participants of S2 to understand the impact of COVID-19 on their digital learning. When participants were asked whether they used digital learning methods before COVID-19, most students answered no (72.77%); only a few used digital learning methods before COVID-19 (27.23%). The majority (47.77%) of the students responded that their knowledge about online learning increased due to the pandemic. Only a small number of respondents (3.13%) strongly disagree that the COVID-19 pandemic has improved their digital learning knowledge (Table 3).

Table 3.

Increase in Awareness of Online Learning as a Result of COVID-19.

Increase in awareness of online learning as a result of COVID-19	No	Percentage
Strongly disagree	7	3.13
Disagree	13	5.80
Neutral	38	16.96
Agree	107	47.77
Strongly agree	59	26.34

Benefits of Digital Learning

A question was asked to the respondents of both S1 and S2 regarding the benefits they are acquiring through digital learning. Figure 7 shows that more S1 respondents identify the benefits of digital learning compared to S2 respondents. In S1, most of the students (75.89%) found learning became easier; meanwhile, only a few S2 (20.54%) respondents considered digital learning made learning easier. While 54.02% of S1 respondents said, digital learning improved flexibility in time and space, only 32.14% of S2 respondents said digital learning improved flexibility in time and space.

Figure 7.

Benefits of digital learning.

Problems Faced While Using Digital Learning Facilities

Problems faced by the respondents while using digital learning facilities are shown in Figure 8. In S1, the most common problem faced by the students is network access/usage problems (48.21%), followed by time-consuming/slow speed (45.98%), unfamiliar digital learning methods (29.46%), and lack of technical infrastructure (20.54%). Only a few students lacked the motivation to use digital learning facilities (16.96%).

Figure 8.

Problems faced while using digital learning facilities.

In S2 also, the most prominent issue was the network access/usage problems (63.84%), followed by lack of motivation (41.52%) which was the least faced problem faced by the respondents in S1. Furthermore, 23.66% of students faced difficulty because of the slow speed/time consumption. The least faced problems were unfamiliar digital learning methods (13.84%) and lack of infrastructure (13.84%).

Discussion

In both surveys, the majority of respondents considered themselves efficient in using computers. Compared to S1, more students responded as very efficient in S2, and only a significantly smaller number of students responded as not efficient. This shows the increase in efficiency in handling computers post-COVID-19 compared to pre-COVID-19. The awareness of digital learning is also increased after the pandemic outbreak. All the respondents are aware of digital learning, whereas, before COVID-19, only around 72 participants were aware of digital learning.

It is evident from the analysis that the usage of digital learning technology increased drastically after the COVID-19 outbreak. This result is corroborated by the study conducted by Nafrees et al. (2020), which investigates the awareness of digital learning. Before COVID-19, not even one percentage of students used the computer for more than 10 hours per week. However, after COVID-19, most students used digital learning for 3 to 4 h/day. Before COVID-19, most students were not using digital learning technology extensively, but in S2, we can see that after COVID-19, students were using digital learning technology extensively.

When compared with S2, S1 respondents are less familiar with the digital learning forms. The three most familiar digital learning forms are the same in both surveys. In S1, the most famous was online/digital textbooks, followed by video conferencing and online study materials, while in S2 most familiar was online study materials, video conferencing, and online/digital textbooks. From the result, it is clear that more students are satisfied with the digital learning facilities in S2 than in S1; that is, post-COVID-19 than pre-COVID-19 times. Less than 10% in S2 were not satisfied with the digital learning facilities, while around 25% of the students were not satisfied in S1.

In order to understand the impact of COVID-19, two additional questions were asked to the S2 students; it was revealed that most did not even use digital learning until after the outbreak of COVID-19. Most of them responded that their digital learning knowledge was enhanced due to the pandemic. When asked about the benefits of digital learning, more than 75% of students in S1 responded that digital learning made learning easier; but only around 20% of the S2 students responded as such. Likewise, more than 50% of the S1 students responded that digital learning improved flexibility in time and space. Only 32% of the S2 students found digital learning improved their flexibility in time and space. It is evident that S1 students recognize more benefits of digital learning than S2 students. In both S1 and S2, the most faced problems were network access and usage problems. Online learning cannot achieve the desired outcome when most students are incapable of accessing the internet due to technical issues (Adnan & Anwar, 2020). While more than 45% of S1 students faced difficulty because of slow speed/time consumption; but only less than 24% of S2 students faced this difficulty using digital learning facilities, whereas the motivation of the students decreased after COVID-19 outbreak (S2) compared to pre-COVID-19 (S1). Lack of motivation of the students was less in S1 (16.96%) compared to S2 (41.52%). It can be seen that problems and difficulties in accessing digital learning are overshadowing the benefits of digital learning.

Conclusion

From the study, it was found that there is an increase in efficiency in handling the computers and awareness of digital learning technology post-COVID-19 compared to pre-COVID-19. Digital learning usage also increased exponentially after the COVID-19 outbreak. Before COVID-19, usage was calculated as hours/week, but after the outbreak, students were using digital learning every day, so it was calculated as hours/day.

Also, all the respondents in S2 were more familiar with the different forms of digital learning technology than the S1 respondents. Students are more satisfied with the digital learning facilities after the COVID-19 outbreak compared to before COVID-19, and the number, not satisfied students who are also decreased after the COVID-19 outbreak. This indicates the advancement of digital learning facilities after the outbreak of COVID-19, where digital learning was the only option left to continue education. Most respondents (S2) did not even use digital learning until after COVID-19. The majority of respondents said that the pandemic scenario had improved their knowledge of digital learning.

In S1 (pre-COVID-19), students were not using digital learning extensively, whereas in S2, students started to use digital learning extensively.

The extensive use of digital learning has increased the barriers also. The barriers were overshadowing the benefit of digital learning. That is the reason S2 students are facing more problems and fewer benefits of digital learning compared to S1.

A robust pedagogy is required for digital learning. Applicative pedagogy for technology is a pedagogy that might help students learn in engaging ways while using the proper context. Students may grasp the material simply and in their unique style while being successful, efficient, and productive (Doringin & Oktriono, 2020). The COVID-19 situation allows us to re-evaluate what kind of education we want in future (Colao et al., 2020). To satisfy the demands of the new generation and their digitalized future, schools and children's education need to undergo considerable digital transformation (Iivari et al., 2020).

The pandemic compelled us to make a tremendous digital leap in children's primary education. Undoubtedly, not every child has an equal opportunity to participate in their digitalized primary education. There are problems with technology, use, and access, as well as with the knowledge and abilities required to effectively incorporate digital technologies into teaching and learning methods and reap their benefits (Iivari et al., 2020).

It will be more successful if digital learning can offer students an engaging learning environment and at least the same educational experience as the present educational model (Zakariah et al., 2011).

Author Biographies

J. S. Gopika doing her PhD in Library and Information Science at Pondicherry University. Her area of interests is user studies, digital learning etc.

R. V. Rekha is working as an associate professor at the Department of Library and Information Science. She started her career as lecturer (on contract) in University of Kerala in 2006 and joined in Pondicherry University in 2009 as an assistant professor. She has more than 13 years of work experience. She has published articles in journals of international and national repute and successfully guided four PhDs in Library and Information Science.