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During the COVID-19 pandemic, transformation from face-to-face classrooms to online classrooms took place in higher education. This study aimed to evaluate the impact of teaching and learning of this change on students’ and teachers’ perspectives. The study also investigated the various impact factors that hindered online teaching and learning during the COVID-19 lockdown period. In total, 383 students and 83 teachers at Walailak University, Thailand, who had at least 3 months of experience with online learning and teaching were asked to complete questionnaires that asked about their perspectives with respect to their online classroom experience. The student questionnaire asked about the quality of teachers, quality of communication, the student’s work, student’s concentration, and satisfaction with the online classroom experience. The teacher questionnaire asked about the teacher’s perspective with respect to how the restrictions of online teaching affected teachers, students, and courses. The relations between students and teachers were analyzed by a chi-square test using the SPSS program version 25.0, with defined p -values as 0.05 and 0.10 of student and teacher perspectives, respectively. Relations were found between student GPA and student work and student concentration in online classrooms. The teachers’ perspective with respect to online teaching was found to be related to the restrictions that online teaching placed on teachers, students, and course management. The results of the study show teachers’ awareness about restrictions that online teaching placed on teachers, students, and course management. Institutions should prioritize and practice using educational technologies at scale, install ICT infrastructure, and engage in lifelong learning.
Rattanawan et al. (Fri,) studied this question.