The Impact of Online Teaching and Learning on Faculty and Students at Higher Education Institutions after Covid-19 pandemic.

Abstract

This thesis investigates the satisfaction of staff and students with online teaching and learning during the single delivery of online courses, as well as the consequences of relevant lessons, based on the Covid-19 experience. Inductive and deductive methodologies have guided this work. With the deductive technique, I employed quantitative data in addition to the literature review to assess the hypotheses behind this study, while with the inductive approach, I conducted interviews from which themes emerged.
In this thesis, I investigate the faculty's involvement in online teaching and learning during the Covid-19 epidemic, the effect of institutional support on faculty satisfaction, and the effect of online teaching and learning flexibility, communication, and participation on student satisfaction. I add to the continuing conversation on OTL by investigating how faculty members handled and adapted to the crisis during the Covid-19 outbreak, using the theories of crisis management, change management, and satisfaction theory as the framework for my inquiry. My results indicate that the pandemic expedited the adoption of online teaching and learning in Higher Education Institutions, however the post-pandemic future remains uncertain. The conversations emphasise how the pandemic may be utilised as a learning experience and how institutions will need to tailor this experience to enable online teaching and learning continuation after the epidemic. The research will provide HEI executives, practitioners, and policymakers with knowledge about the consequences of digital transformation in education.