Abstract: The COVID-19 pandemic forced higher education institutions globally to rapidly shift from face-to-face instruction to remote and online learning. This paper examines the role of Information and Communication Technology (ICT), specifically online learning platforms, in higher education during and after the pandemic. It synthesizes empirical studies, surveys, and institutional reports from 2020 to 2024 to assess (1) how effectively online platforms met learning outcomes; (2) students’ and instructors’ perceptions and attitudes; (3) challenges and barriers in implementation; (4) innovations and strategies that improved effectiveness; and (5) recommendations for sustaining quality online education. The findings show that while ICT‐ mediated platforms enabled continuity of education, there were significant inequalities in access, varying quality in platform design and pedagogical adaptation, and instructor readiness gaps. Effective online platforms tended to feature interactive tools, good user support, frequent feedback, and alignment with instructional design principles. Hybrid learning models combining online and face-to-face instruction emerge as promising for higher education post-COVID-19. Finally, the paper discusses policy and institutional implications: investing in infrastructure, training faculty, ensuring access for students, and thoughtful pedagogical redesign. Future research directions include longitudinal studies on student outcomes, comparative analysis across countries, and the impact of emerging technologies like AI and analytics in online learning.
Deepti Dimri (Tue,) studied this question.
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