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This study investigated 400 Hong Kong tertiary students' experiences during a rapid transition to online learning. Through quantitative surveys, researchers examined technology access, teacher digital competency, learning environments, privacy concerns, and perceived teaching effectiveness. While most students had the necessary devices, poor internet connectivity and disruptive home environments posed challenges, especially for lower-income students. Teachers' digital skills were generally rated positively, though areas for instructional improvement were identified. Students appreciated online learning flexibility but struggled with concentration and missed face-to-face interaction. Privacy concerns regarding webcams and online security were prominent. Income levels correlated negatively with resource adequacy and environmental disruptions. The findings suggest implementing an agile-blended learning approach that combines online flexibility with in-person instruction while addressing digital equity, teacher training, and student privacy needs. The research emphasises the importance of continuous adaptation to meet evolving student needs and technological advancements in higher education.
Wong et al. (Wed,) studied this question.