Students' Perception of Online Learning: A Study Based on Secondary Data

Online Learning can continue to directly affect students' engagement with educational material even after the pandemic. Online education became the primary method of imparting knowledge after the COVID-19 pandemic, displacing its role as an additional resource. This study addresses how students comprehend online learning by extensively examining and integrating secondary and standard data from industry survey reports and peer-reviewed journals (Frontiers in Education, ScienceDirect, Emerald Publishing, The International Journal of Interactive Mobile Technologies, and others). The research explores how student habits developed between 2022 and 2024, the digital divide between urban and rural regions, and the advantages (comfort, flexibility, emotional relief) and downsides (distraction, procrastination, connectivity issues) of online learning. The study also provides a conceptual framework that links precondition factors, student perceptions, and learning outcomes. The findings show that while students enjoy the adaptability and accessibility of online learning, concerns concerning concentration, socialising, and digital infrastructure continue to shape a prudent, more hybrid-focused perspective. The paper concludes with beneficial suggestions for lawmakers and educational organisations to improve the usefulness of online and hybrid learning approaches.