Evaluating the effectiveness of online learning and teaching: a study focused on undergraduates at the University of Moratuwa, Sri Lanka

Abstract

The COVID-19 pandemic led to an unprecedented shift from traditional classroom settings to online learning environments worldwide. This transition emphasized the importance of online learning not only as a response to emergencies but as a crucial mode of education that could shape the future of learning. Online platforms offer opportunities for flexibility, accessibility, and personalized learning experiences, making them increasingly relevant in modern education. However, this rapid transition, particularly in developing countries like Sri Lanka, posed significant challenges and raised critical questions regarding the effectiveness of online education. This study focuses on the University of Moratuwa (UOM), one of Sri Lanka's leading technical universities, and seeks to evaluate the effectiveness of online learning both during the pandemic and in the broader context of ongoing online educational practices. The study primarily aims to assess student engagement, learning outcomes, and the challenges encountered by students during this period. The sudden switch to online learning in Sri Lanka highlighted both the resilience and the challenges of the educational system. Unlike courses initially designed for online platforms, the rapid adaptation of face-to-face courses to virtual environments presented a steep learning curve for both students and educators. The need for a sustainable online learning framework became evident, as this shift revealed underlying issues like technological barriers, student isolation, and the complexity of fostering engagement in a virtual space. This study addresses the research gap by analyzing the experiences within a developing country context, offering insights that are crucial for improving online education globally while proposing strategies for its effective integration into future educational models.