quantitative research topic about online learning

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Wiley - PMC COVID-19 Collection

Online and face‐to‐face learning: Evidence from students’ performance during the Covid‐19 pandemic

Carolyn chisadza.

1 Department of Economics, University of Pretoria, Hatfield South Africa

Matthew Clance

Thulani mthembu.

2 Department of Education Innovation, University of Pretoria, Hatfield South Africa

Nicky Nicholls

Eleni yitbarek.

This study investigates the factors that predict students' performance after transitioning from face‐to‐face to online learning as a result of the Covid‐19 pandemic. It uses students' responses from survey questions and the difference in the average assessment grades between pre‐lockdown and post‐lockdown at a South African university. We find that students' performance was positively associated with good wifi access, relative to using mobile internet data. We also observe lower academic performance for students who found transitioning to online difficult and who expressed a preference for self‐study (i.e. reading through class slides and notes) over assisted study (i.e. joining live lectures or watching recorded lectures). The findings suggest that improving digital infrastructure and reducing the cost of internet access may be necessary for mitigating the impact of the Covid‐19 pandemic on education outcomes.

1. INTRODUCTION

The Covid‐19 pandemic has been a wake‐up call to many countries regarding their capacity to cater for mass online education. This situation has been further complicated in developing countries, such as South Africa, who lack the digital infrastructure for the majority of the population. The extended lockdown in South Africa saw most of the universities with mainly in‐person teaching scrambling to source hardware (e.g. laptops, internet access), software (e.g. Microsoft packages, data analysis packages) and internet data for disadvantaged students in order for the semester to recommence. Not only has the pandemic revealed the already stark inequality within the tertiary student population, but it has also revealed that high internet data costs in South Africa may perpetuate this inequality, making online education relatively inaccessible for disadvantaged students. 1

The lockdown in South Africa made it possible to investigate the changes in second‐year students' performance in the Economics department at the University of Pretoria. In particular, we are interested in assessing what factors predict changes in students' performance after transitioning from face‐to‐face (F2F) to online learning. Our main objectives in answering this study question are to establish what study materials the students were able to access (i.e. slides, recordings, or live sessions) and how students got access to these materials (i.e. the infrastructure they used).

The benefits of education on economic development are well established in the literature (Gyimah‐Brempong, 2011 ), ranging from health awareness (Glick et al., 2009 ), improved technological innovations, to increased capacity development and employment opportunities for the youth (Anyanwu, 2013 ; Emediegwu, 2021 ). One of the ways in which inequality is perpetuated in South Africa, and Africa as a whole, is through access to education (Anyanwu, 2016 ; Coetzee, 2014 ; Tchamyou et al., 2019 ); therefore, understanding the obstacles that students face in transitioning to online learning can be helpful in ensuring more equal access to education.

Using students' responses from survey questions and the difference in the average grades between pre‐lockdown and post‐lockdown, our findings indicate that students' performance in the online setting was positively associated with better internet access. Accessing assisted study material, such as narrated slides or recordings of the online lectures, also helped students. We also find lower academic performance for students who reported finding transitioning to online difficult and for those who expressed a preference for self‐study (i.e. reading through class slides and notes) over assisted study (i.e. joining live lectures or watching recorded lectures). The average grades between pre‐lockdown and post‐lockdown were about two points and three points lower for those who reported transitioning to online teaching difficult and for those who indicated a preference for self‐study, respectively. The findings suggest that improving the quality of internet infrastructure and providing assisted learning can be beneficial in reducing the adverse effects of the Covid‐19 pandemic on learning outcomes.

Our study contributes to the literature by examining the changes in the online (post‐lockdown) performance of students and their F2F (pre‐lockdown) performance. This approach differs from previous studies that, in most cases, use between‐subject designs where one group of students following online learning is compared to a different group of students attending F2F lectures (Almatra et al., 2015 ; Brown & Liedholm, 2002 ). This approach has a limitation in that that there may be unobserved characteristics unique to students choosing online learning that differ from those choosing F2F lectures. Our approach avoids this issue because we use a within‐subject design: we compare the performance of the same students who followed F2F learning Before lockdown and moved to online learning during lockdown due to the Covid‐19 pandemic. Moreover, the study contributes to the limited literature that compares F2F and online learning in developing countries.

Several studies that have also compared the effectiveness of online learning and F2F classes encounter methodological weaknesses, such as small samples, not controlling for demographic characteristics, and substantial differences in course materials and assessments between online and F2F contexts. To address these shortcomings, our study is based on a relatively large sample of students and includes demographic characteristics such as age, gender and perceived family income classification. The lecturer and course materials also remained similar in the online and F2F contexts. A significant proportion of our students indicated that they never had online learning experience before. Less than 20% of the students in the sample had previous experience with online learning. This highlights the fact that online education is still relatively new to most students in our sample.

Given the global experience of the fourth industrial revolution (4IR), 2 with rapidly accelerating technological progress, South Africa needs to be prepared for the possibility of online learning becoming the new norm in the education system. To this end, policymakers may consider engaging with various organizations (schools, universities, colleges, private sector, and research facilities) To adopt interventions that may facilitate the transition to online learning, while at the same time ensuring fair access to education for all students across different income levels. 3

1.1. Related literature

Online learning is a form of distance education which mainly involves internet‐based education where courses are offered synchronously (i.e. live sessions online) and/or asynchronously (i.e. students access course materials online in their own time, which is associated with the more traditional distance education). On the other hand, traditional F2F learning is real time or synchronous learning. In a physical classroom, instructors engage with the students in real time, while in the online format instructors can offer real time lectures through learning management systems (e.g. Blackboard Collaborate), or record the lectures for the students to watch later. Purely online courses are offered entirely over the internet, while blended learning combines traditional F2F classes with learning over the internet, and learning supported by other technologies (Nguyen, 2015 ).

Moreover, designing online courses requires several considerations. For example, the quality of the learning environment, the ease of using the learning platform, the learning outcomes to be achieved, instructor support to assist and motivate students to engage with the course material, peer interaction, class participation, type of assessments (Paechter & Maier, 2010 ), not to mention training of the instructor in adopting and introducing new teaching methods online (Lundberg et al., 2008 ). In online learning, instructors are more facilitators of learning. On the other hand, traditional F2F classes are structured in such a way that the instructor delivers knowledge, is better able to gauge understanding and interest of students, can engage in class activities, and can provide immediate feedback on clarifying questions during the class. Additionally, the designing of traditional F2F courses can be less time consuming for instructors compared to online courses (Navarro, 2000 ).

Online learning is also particularly suited for nontraditional students who require flexibility due to work or family commitments that are not usually associated with the undergraduate student population (Arias et al., 2018 ). Initially the nontraditional student belonged to the older adult age group, but with blended learning becoming more commonplace in high schools, colleges and universities, online learning has begun to traverse a wider range of age groups. However, traditional F2F classes are still more beneficial for learners that are not so self‐sufficient and lack discipline in working through the class material in the required time frame (Arias et al., 2018 ).

For the purpose of this literature review, both pure online and blended learning are considered to be online learning because much of the evidence in the literature compares these two types against the traditional F2F learning. The debate in the literature surrounding online learning versus F2F teaching continues to be a contentious one. A review of the literature reveals mixed findings when comparing the efficacy of online learning on student performance in relation to the traditional F2F medium of instruction (Lundberg et al., 2008 ; Nguyen, 2015 ). A number of studies conducted Before the 2000s find what is known today in the empirical literature as the “No Significant Difference” phenomenon (Russell & International Distance Education Certificate Center (IDECC), 1999 ). The seminal work from Russell and IDECC ( 1999 ) involved over 350 comparative studies on online/distance learning versus F2F learning, dating back to 1928. The author finds no significant difference overall between online and traditional F2F classroom education outcomes. Subsequent studies that followed find similar “no significant difference” outcomes (Arbaugh, 2000 ; Fallah & Ubell, 2000 ; Freeman & Capper, 1999 ; Johnson et al., 2000 ; Neuhauser, 2002 ). While Bernard et al. ( 2004 ) also find that overall there is no significant difference in achievement between online education and F2F education, the study does find significant heterogeneity in student performance for different activities. The findings show that students in F2F classes outperform the students participating in synchronous online classes (i.e. classes that require online students to participate in live sessions at specific times). However, asynchronous online classes (i.e. students access class materials at their own time online) outperform F2F classes.

More recent studies find significant results for online learning outcomes in relation to F2F outcomes. On the one hand, Shachar and Yoram ( 2003 ) and Shachar and Neumann ( 2010 ) conduct a meta‐analysis of studies from 1990 to 2009 and find that in 70% of the cases, students taking courses by online education outperformed students in traditionally instructed courses (i.e. F2F lectures). In addition, Navarro and Shoemaker ( 2000 ) observe that learning outcomes for online learners are as effective as or better than outcomes for F2F learners, regardless of background characteristics. In a study on computer science students, Dutton et al. ( 2002 ) find online students perform significantly better compared to the students who take the same course on campus. A meta‐analysis conducted by the US Department of Education finds that students who took all or part of their course online performed better, on average, than those taking the same course through traditional F2F instructions. The report also finds that the effect sizes are larger for studies in which the online learning was collaborative or instructor‐driven than in those studies where online learners worked independently (Means et al., 2010 ).

On the other hand, evidence by Brown and Liedholm ( 2002 ) based on test scores from macroeconomics students in the United States suggest that F2F students tend to outperform online students. These findings are supported by Coates et al. ( 2004 ) who base their study on macroeconomics students in the United States, and Xu and Jaggars ( 2014 ) who find negative effects for online students using a data set of about 500,000 courses taken by over 40,000 students in Washington. Furthermore, Almatra et al. ( 2015 ) compare overall course grades between online and F2F students for a Telecommunications course and find that F2F students significantly outperform online learning students. In an experimental study where students are randomly assigned to attend live lectures versus watching the same lectures online, Figlio et al. ( 2013 ) observe some evidence that the traditional format has a positive effect compared to online format. Interestingly, Callister and Love ( 2016 ) specifically compare the learning outcomes of online versus F2F skills‐based courses and find that F2F learners earned better outcomes than online learners even when using the same technology. This study highlights that some of the inconsistencies that we find in the results comparing online to F2F learning might be influenced by the nature of the course: theory‐based courses might be less impacted by in‐person interaction than skills‐based courses.

The fact that the reviewed studies on the effects of F2F versus online learning on student performance have been mainly focused in developed countries indicates the dearth of similar studies being conducted in developing countries. This gap in the literature may also highlight a salient point: online learning is still relatively underexplored in developing countries. The lockdown in South Africa therefore provides us with an opportunity to contribute to the existing literature from a developing country context.

2. CONTEXT OF STUDY

South Africa went into national lockdown in March 2020 due to the Covid‐19 pandemic. Like most universities in the country, the first semester for undergraduate courses at the University of Pretoria had already been running since the start of the academic year in February. Before the pandemic, a number of F2F lectures and assessments had already been conducted in most courses. The nationwide lockdown forced the university, which was mainly in‐person teaching, to move to full online learning for the remainder of the semester. This forced shift from F2F teaching to online learning allows us to investigate the changes in students' performance.

Before lockdown, classes were conducted on campus. During lockdown, these live classes were moved to an online platform, Blackboard Collaborate, which could be accessed by all registered students on the university intranet (“ClickUP”). However, these live online lectures involve substantial internet data costs for students. To ensure access to course content for those students who were unable to attend the live online lectures due to poor internet connections or internet data costs, several options for accessing course content were made available. These options included prerecorded narrated slides (which required less usage of internet data), recordings of the live online lectures, PowerPoint slides with explanatory notes and standard PDF lecture slides.

At the same time, the university managed to procure and loan out laptops to a number of disadvantaged students, and negotiated with major mobile internet data providers in the country for students to have free access to study material through the university's “connect” website (also referred to as the zero‐rated website). However, this free access excluded some video content and live online lectures (see Table 1 ). The university also provided between 10 and 20 gigabytes of mobile internet data per month, depending on the network provider, sent to students' mobile phones to assist with internet data costs.

Sites available on zero‐rated website

Note : The table summarizes the sites that were available on the zero‐rated website and those that incurred data costs.

High data costs continue to be a contentious issue in Africa where average incomes are low. Gilbert ( 2019 ) reports that South Africa ranked 16th of the 45 countries researched in terms of the most expensive internet data in Africa, at US$6.81 per gigabyte, in comparison to other Southern African countries such as Mozambique (US$1.97), Zambia (US$2.70), and Lesotho (US$4.09). Internet data prices have also been called into question in South Africa after the Competition Commission published a report from its Data Services Market Inquiry calling the country's internet data pricing “excessive” (Gilbert, 2019 ).

3. EMPIRICAL APPROACH

We use a sample of 395 s‐year students taking a macroeconomics module in the Economics department to compare the effects of F2F and online learning on students' performance using a range of assessments. The module was an introduction to the application of theoretical economic concepts. The content was both theory‐based (developing economic growth models using concepts and equations) and skill‐based (application involving the collection of data from online data sources and analyzing the data using statistical software). Both individual and group assignments formed part of the assessments. Before the end of the semester, during lockdown in June 2020, we asked the students to complete a survey with questions related to the transition from F2F to online learning and the difficulties that they may have faced. For example, we asked the students: (i) how easy or difficult they found the transition from F2F to online lectures; (ii) what internet options were available to them and which they used the most to access the online prescribed work; (iii) what format of content they accessed and which they preferred the most (i.e. self‐study material in the form of PDF and PowerPoint slides with notes vs. assisted study with narrated slides and lecture recordings); (iv) what difficulties they faced accessing the live online lectures, to name a few. Figure 1 summarizes the key survey questions that we asked the students regarding their transition from F2F to online learning.

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Summary of survey data

Before the lockdown, the students had already attended several F2F classes and completed three assessments. We are therefore able to create a dependent variable that is comprised of the average grades of three assignments taken before lockdown and the average grades of three assignments taken after the start of the lockdown for each student. Specifically, we use the difference between the post‐ and pre‐lockdown average grades as the dependent variable. However, the number of student observations dropped to 275 due to some students missing one or more of the assessments. The lecturer, content and format of the assessments remain similar across the module. We estimate the following equation using ordinary least squares (OLS) with robust standard errors:

where Y i is the student's performance measured by the difference between the post and pre‐lockdown average grades. B represents the vector of determinants that measure the difficulty faced by students to transition from F2F to online learning. This vector includes access to the internet, study material preferred, quality of the online live lecture sessions and pre‐lockdown class attendance. X is the vector of student demographic controls such as race, gender and an indicator if the student's perceived family income is below average. The ε i is unobserved student characteristics.

4. ANALYSIS

4.1. descriptive statistics.

Table 2 gives an overview of the sample of students. We find that among the black students, a higher proportion of students reported finding the transition to online learning more difficult. On the other hand, more white students reported finding the transition moderately easy, as did the other races. According to Coetzee ( 2014 ), the quality of schools can vary significantly between higher income and lower‐income areas, with black South Africans far more likely to live in lower‐income areas with lower quality schools than white South Africans. As such, these differences in quality of education from secondary schooling can persist at tertiary level. Furthermore, persistent income inequality between races in South Africa likely means that many poorer black students might not be able to afford wifi connections or large internet data bundles which can make the transition difficult for black students compared to their white counterparts.

Descriptive statistics

Notes : The transition difficulty variable was ordered 1: Very Easy; 2: Moderately Easy; 3: Difficult; and 4: Impossible. Since we have few responses to the extremes, we combined Very Easy and Moderately as well as Difficult and Impossible to make the table easier to read. The table with a full breakdown is available upon request.

A higher proportion of students reported that wifi access made the transition to online learning moderately easy. However, relatively more students reported that mobile internet data and accessing the zero‐rated website made the transition difficult. Surprisingly, not many students made use of the zero‐rated website which was freely available. Figure 2 shows that students who reported difficulty transitioning to online learning did not perform as well in online learning versus F2F when compared to those that found it less difficult to transition.

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Transition from F2F to online learning.

Notes : This graph shows the students' responses to the question “How easy did you find the transition from face‐to‐face lectures to online lectures?” in relation to the outcome variable for performance

In Figure 3 , the kernel density shows that students who had access to wifi performed better than those who used mobile internet data or the zero‐rated data.

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Access to online learning.

Notes : This graph shows the students' responses to the question “What do you currently use the most to access most of your prescribed work?” in relation to the outcome variable for performance

The regression results are reported in Table 3 . We find that the change in students' performance from F2F to online is negatively associated with the difficulty they faced in transitioning from F2F to online learning. According to student survey responses, factors contributing to difficulty in transitioning included poor internet access, high internet data costs and lack of equipment such as laptops or tablets to access the study materials on the university website. Students who had access to wifi (i.e. fixed wireless broadband, Asymmetric Digital Subscriber Line (ADSL) or optic fiber) performed significantly better, with on average 4.5 points higher grade, in relation to students that had to use mobile internet data (i.e. personal mobile internet data, wifi at home using mobile internet data, or hotspot using mobile internet data) or the zero‐rated website to access the study materials. The insignificant results for the zero‐rated website are surprising given that the website was freely available and did not incur any internet data costs. However, most students in this sample complained that the internet connection on the zero‐rated website was slow, especially in uploading assignments. They also complained about being disconnected when they were in the middle of an assessment. This may have discouraged some students from making use of the zero‐rated website.

Results: Predictors for student performance using the difference on average assessment grades between pre‐ and post‐lockdown

Coefficients reported. Robust standard errors in parentheses.

∗∗∗ p < .01.

Students who expressed a preference for self‐study approaches (i.e. reading PDF slides or PowerPoint slides with explanatory notes) did not perform as well, on average, as students who preferred assisted study (i.e. listening to recorded narrated slides or lecture recordings). This result is in line with Means et al. ( 2010 ), where student performance was better for online learning that was collaborative or instructor‐driven than in cases where online learners worked independently. Interestingly, we also observe that the performance of students who often attended in‐person classes before the lockdown decreased. Perhaps these students found the F2F lectures particularly helpful in mastering the course material. From the survey responses, we find that a significant proportion of the students (about 70%) preferred F2F to online lectures. This preference for F2F lectures may also be linked to the factors contributing to the difficulty some students faced in transitioning to online learning.

We find that the performance of low‐income students decreased post‐lockdown, which highlights another potential challenge to transitioning to online learning. The picture and sound quality of the live online lectures also contributed to lower performance. Although this result is not statistically significant, it is worth noting as the implications are linked to the quality of infrastructure currently available for students to access online learning. We find no significant effects of race on changes in students' performance, though males appeared to struggle more with the shift to online teaching than females.

For the robustness check in Table 4 , we consider the average grades of the three assignments taken after the start of the lockdown as a dependent variable (i.e. the post‐lockdown average grades for each student). We then include the pre‐lockdown average grades as an explanatory variable. The findings and overall conclusions in Table 4 are consistent with the previous results.

Robustness check: Predictors for student performance using the average assessment grades for post‐lockdown

As a further robustness check in Table 5 , we create a panel for each student across the six assignment grades so we can control for individual heterogeneity. We create a post‐lockdown binary variable that takes the value of 1 for the lockdown period and 0 otherwise. We interact the post‐lockdown dummy variable with a measure for transition difficulty and internet access. The internet access variable is an indicator variable for mobile internet data, wifi, or zero‐rated access to class materials. The variable wifi is a binary variable taking the value of 1 if the student has access to wifi and 0 otherwise. The zero‐rated variable is a binary variable taking the value of 1 if the student used the university's free portal access and 0 otherwise. We also include assignment and student fixed effects. The results in Table 5 remain consistent with our previous findings that students who had wifi access performed significantly better than their peers.

Interaction model

Notes : Coefficients reported. Robust standard errors in parentheses. The dependent variable is the assessment grades for each student on each assignment. The number of observations include the pre‐post number of assessments multiplied by the number of students.

6. CONCLUSION

The Covid‐19 pandemic left many education institutions with no option but to transition to online learning. The University of Pretoria was no exception. We examine the effect of transitioning to online learning on the academic performance of second‐year economic students. We use assessment results from F2F lectures before lockdown, and online lectures post lockdown for the same group of students, together with responses from survey questions. We find that the main contributor to lower academic performance in the online setting was poor internet access, which made transitioning to online learning more difficult. In addition, opting to self‐study (read notes instead of joining online classes and/or watching recordings) did not help the students in their performance.

The implications of the results highlight the need for improved quality of internet infrastructure with affordable internet data pricing. Despite the university's best efforts not to leave any student behind with the zero‐rated website and free monthly internet data, the inequality dynamics in the country are such that invariably some students were negatively affected by this transition, not because the student was struggling academically, but because of inaccessibility of internet (wifi). While the zero‐rated website is a good collaborative initiative between universities and network providers, the infrastructure is not sufficient to accommodate mass students accessing it simultaneously.

This study's findings may highlight some shortcomings in the academic sector that need to be addressed by both the public and private sectors. There is potential for an increase in the digital divide gap resulting from the inequitable distribution of digital infrastructure. This may lead to reinforcement of current inequalities in accessing higher education in the long term. To prepare the country for online learning, some considerations might need to be made to make internet data tariffs more affordable and internet accessible to all. We hope that this study's findings will provide a platform (or will at least start the conversation for taking remedial action) for policy engagements in this regard.

We are aware of some limitations presented by our study. The sample we have at hand makes it difficult to extrapolate our findings to either all students at the University of Pretoria or other higher education students in South Africa. Despite this limitation, our findings highlight the negative effect of the digital divide on students' educational outcomes in the country. The transition to online learning and the high internet data costs in South Africa can also have adverse learning outcomes for low‐income students. With higher education institutions, such as the University of Pretoria, integrating online teaching to overcome the effect of the Covid‐19 pandemic, access to stable internet is vital for students' academic success.

It is also important to note that the data we have at hand does not allow us to isolate wifi's causal effect on students' performance post‐lockdown due to two main reasons. First, wifi access is not randomly assigned; for instance, there is a high chance that students with better‐off family backgrounds might have better access to wifi and other supplementary infrastructure than their poor counterparts. Second, due to the university's data access policy and consent, we could not merge the data at hand with the student's previous year's performance. Therefore, future research might involve examining the importance of these elements to document the causal impact of access to wifi on students' educational outcomes in the country.

ACKNOWLEDGMENT

The authors acknowledge the helpful comments received from the editor, the anonymous reviewers, and Elizabeth Asiedu.

Chisadza, C. , Clance, M. , Mthembu, T. , Nicholls, N. , & Yitbarek, E. (2021). Online and face‐to‐face learning: Evidence from students’ performance during the Covid‐19 pandemic . Afr Dev Rev , 33 , S114–S125. 10.1111/afdr.12520 [ CrossRef ] [ Google Scholar ]

1 https://mybroadband.co.za/news/cellular/309693-mobile-data-prices-south-africa-vs-the-world.html .

2 The 4IR is currently characterized by increased use of new technologies, such as advanced wireless technologies, artificial intelligence, cloud computing, robotics, among others. This era has also facilitated the use of different online learning platforms ( https://www.brookings.edu/research/the-fourth-industrialrevolution-and-digitization-will-transform-africa-into-a-global-powerhouse/ ).

3 Note that we control for income, but it is plausible to assume other unobservable factors such as parental preference and parenting style might also affect access to the internet of students.

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Meina Zhu Wayne State University
Curtis J. Bonk Indiana University Bloomington

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A Survey on the Effectiveness of Online Teaching–Learning Methods for University and College Students

Article of professional interests
Published: 05 April 2021
Volume 102 , pages 1325–1334, ( 2021 )

Cite this article

Preethi Sheba Hepsiba Darius ORCID: orcid.org/0000-0003-0882-6213 1 ,
Edison Gundabattini ORCID: orcid.org/0000-0003-4217-2321 2 &
Darius Gnanaraj Solomon ORCID: orcid.org/0000-0001-5321-5775 2

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Online teaching–learning methods have been followed by world-class universities for more than a decade to cater to the needs of students who stay far away from universities/colleges. But during the COVID-19 pandemic period, online teaching–learning helped almost all universities, colleges, and affiliated students. An attempt is made to find the effectiveness of online teaching–learning methods for university and college students by conducting an online survey. A questionnaire has been specially designed and deployed among university and college students. About 450 students from various universities, engineering colleges, medical colleges in South India have taken part in the survey and submitted responses. It was found that the following methods promote effective online learning: animations, digital collaborations with peers, video lectures delivered by faculty handling the subject, online quiz having multiple-choice questions, availability of student version software, a conducive environment at home, interactions by the faculty during lectures and online materials provided by the faculty. Moreover, online classes are more effective because they provide PPTs in front of every student, lectures are heard by all students at the sound level of their choice, and walking/travel to reach classes is eliminated.

Avoid common mistakes on your manuscript.

Introduction

Critical thinking and creativity of students increase with innovative educational methods according to the world declaration on higher education in the twenty-first century [ 1 ]. Innovative educational strategies and educational innovations are required to make the students learn. There are three vertices in the teaching–learning process viz., teaching, communication technology through digital tools, and innovative practices in teaching. In the first vertex, the teacher is a facilitator and provides resources and tools to students and helps them to develop new knowledge and skills. Project-based learning helps teachers and students to promote collaborative learning by discussing specific topics. Cognitive independence is developed among students. To promote global learning, teachers are required to innovate permanently. It is possible when university professors and researchers are given space to new educational forms in different areas of specializations. Virtual classrooms, unlike traditional classrooms, give unlimited scope for introducing teaching innovation strategies. The second vertex refers to the use of Information and Communication Technology (ICT) tools for promoting innovative education. Learning management systems (LMS) help in teaching, learning, educational administration, testing, and evaluation. The use of ICT tools promotes technological innovations and advances in learning and knowledge management. The third vertex deals with innovations in teaching/learning to solve problems faced by teachers and students. Creative use of new elements related to curriculum, production of something new, and transformations emerge in classrooms resulting in educational innovations. Evaluations are necessary to improve the innovations so that successful methods can be implemented in all teaching and learning community in an institution [ 2 ]. The pandemic has forced digital learning and job portal Naukri.com reports a fourfold growth for teaching professionals in the e-learning medium [ 3 ]. The initiatives are taken by the government also focus on online mode as an option in a post-covid world [ 4 ]. A notable learning experience design consultant pointed out that, educators are entrusted to lead the way as the world changes and are actively involved in the transformation [ 5 ]. Weiss notes that an educator needs to make the lectures more interesting [ 6 ].

This paper presents the online teaching–learning tools, methods, and a survey on the innovative practices in teaching and learning. Advantages and obstacles in online teaching, various components on the effective use of online tools, team-based collaborative learning, simulation, and animation-based learning are discussed in detail. The outcome of a survey on the effectiveness of online teaching and learning is included. The following sections present the online teaching–learning tools, the details of the questionnaire used for the survey, and the outcome of the survey.

Online Teaching and Learning Tools

The four essential parts of online teaching [ 7 ] are virtual classrooms, individual activities, assessments in real-time, and collaborative group work. Online teaching tools are used to facilitate faculty-student interaction as well as student–student collaborations [ 8 ]. The ease of use, the satisfaction level, the usefulness, and the confidence level of the instructor is crucial [ 9 ] in motivating the instructor to use online teaching tools. Higher education institutes recognize the need to accommodate wide diverse learners and Hilliard [ 10 ] points out that technical support and awareness to both faculty and student is essential in the age of blended learning. Data analytics tool coupled with the LMS is essential to enhance [ 11 ] the quality of teaching and improve the course design. The effective usage of online tools is depicted in Fig. 1 comprising of an instructor to student delivery, collaboration among students, training for the tools, and data analytics for constant improvement of course and assessment methods.

The various components of effective usage of online tools

Online Teaching Tools

A plethora of online teaching tools are available and this poses a challenge for decision-makers to choose the tools that best suits the needs of the course. The need for the tools, the cost, usability, and features determine which tools are adopted by various learners and institutions. Many universities have offered online classes for students. These are taken up by students opting for part-time courses. This offers them flexibility in timing and eliminates the need for travel to campus. The pandemic situation in 2019 has forced many if not all institutions to completely shift classes online. LMS tools are packaged as Software as a Service (SaaS) and the pricing generally falls into 4 categories: (i) per learner, per month (ii) per learner, per use (iii) per course (iv) licensing fee for on-premise installation [ 12 ].

Online Learning Tools

Online teaching/learning as part of the ongoing semester is typically part of a classroom management tool. GSuite for education [ 13 ] and Microsoft Teams [ 14 ] are both widely adopted by schools and colleges during the COVID-19 pandemic to effectively shift regular classes online. Other popular learning management systems that have been adopted as part of blended learning are Edmodo [ 15 ], Blackboard [ 16 ], and MoodleCloud [ 17 ]. Davis et al. [ 18 ] point out advantages and obstacles for both students and instructors about online teaching shown in Table 1 .

The effectiveness of course delivery depends on using the appropriate tools in the course design. This involves engaging the learners and modifying the course design to cater to various learning styles.

A Survey on Innovative Practices in Teaching and Learning

The questionnaire aims to identify the effectiveness of various online tools and technologies, the preferred learning methods of students, and other factors that might influence the teaching–learning process. The parameters were based on different types of learners, advantages, and obstacles to online learning [ 10 , 18 ]. Questions 1–4 are used to comprehend the learning style of the student. Questions 5–7 are posed to find out the effectiveness of the medium used for teaching and evaluation. Questions 8–12 are framed to identify the various barriers to online learning faced by students.

This methodology is adopted as most of the students are attending online courses from home and polls of this kind will go well with the students from various universities. Students participated in the survey and answered most of the questionnaire enthusiastically. The only challenge was a suitable environment and free time for them to answer the questionnaire, as they are already loaded with lots of online work. Students from various universities pursuing professional courses like engineering and medicine took part in this survey. They are from various branches of sciences and technologies. Students are from private universities, colleges, and government institutions. Figure 2 shows the institution-wise respondents. Microsoft Teams and Google meet platforms were used for this survey among university, medical college, and engineering college students. About 450 students responded to this survey. 52% of the respondents are from VIT University Vellore, Tamil Nadu, 23% of the respondents are from CMR Institute of Technology (CMRIT), Bangalore, 15% of the respondents are from medical colleges and 10% are from other engineering colleges. During this pandemic period, VIT students are staying with parents who are living in different states of India like Andhra, Telangana, Kerala, Karnataka, MP, Haryana, Punjab, Maharashtra, Andaman, and so on. Only a few students are living in Tamil Nadu. Some of the students are staying with parents in other countries like Dubai, Oman, South Africa, and so on. Some of the students of CMRIT Bangalore are living in Bangalore and others in towns and villages of Karnataka state. Students of medical colleges are living in different parts of Tamil Nadu and students of engineering colleges are living in different parts of Andhra Pradesh. Hence, the survey is done in a wider geographical region.

Institution-wise respondents

Figure 3 shows the branch-wise respondents. It is shown that 158 students belong to mechanical/civil engineering. 108 respondents belong to computer science and engineering, 68 students belong to medicine, 58 students belong to electrical & electronics engineering, and electronics & communication engineering. 58 students belong to other disciplines.

Branch-wise respondents

Questionnaire Used

Students were assured of their confidentiality and were promised that their names would not appear in the document. A list of the questions asked as part of the survey is given below.

Questionnaire:

Sample group: B Tech students from different branches of sciences across various engineering institutions and MBBS medical students.

Which of the methods engage you personally to learn digitally ?

Individual assignment

Small group (No. 5 students) work

Large group (No. 10 students and more) work

Project-based learning

Which of the digital collaborations enables you to work on a specific task at ease

Two by two (2 member team)

Small group workgroup (No. 5 students) work

Which of the digital approaches motivate you to learn

Whiteboard and pen

PowerPoint presentation

Digital pen and slate

My experience with online learning from home digitally

I am learning at my own pace comfortably

My situational challenges are not suitable

I can learn better with uninterrupted network connectivity

I am distracted with various activities at home, viz. TV, chatting, etc.

Which type of recorded video lecture is more effective for learning ?

delivered by my faculty

delivered by NPTEL

delivered by reputed Overseas Universities

delivered by unknown experts

Which type of quiz is more effective for testing the understanding?

Traditional—pen and paper—MCQ

Traditional—pen and paper—short answers

Online quiz—MCQ

Online quiz—short answers

Student version software downloaded from the internet is useful for learning

Unable to decide

Online teaching – learning takes place effectively because:

Every student can hear the lecture clearly

PPTs are available right in front of every student

Students can ask doubts without much reservation

Students need not walk long distances before reaching the class

Which of the following statements is true of online learning off-campus ?

No one disturbs me during my online learning.

My friend/family member/roommate/neighbor occasionally disturb me

My friend/family member/roommate/neighbor constantly disturb me

At home/place of residence, how many responsibilities do you have?

I don’t have many responsibilities.

I have a moderate amount of responsibilities, but I have sufficient time for online learning.

I have many responsibilities; I don’t have any time left for online learning.

What is your most preferred method for clearing doubts in online learning?

Ask the professor during/after an online lecture

Post the query in a discussion forum of your class and get help from your peers

Go through online material providing an additional explanation.

Which of the following devices do you use for your online learning?

A laptop/desktop computer

A smartphone

Other devices

Outcome of the survey

Students would prefer to work in a group of 5 students to engage personally in digital learning as seen from Fig. 4 .

Personal engagement in digital learning

Digital collaboration to enable students to work at ease on a specific task is to allow them to work in small groups of 5 students as seen in Fig. 5 .

Digital collaboration to enable students to work at ease

Animations are found to be the best digital approach motivating many students to learn as seen in Fig. 6 .

Digital approaches that motivate students to learn

The online learning experience of students is shown in Fig. 7 . The majority of students have said that they can learn at their own pace comfortably through online learning.

The online learning experience of students

The effectiveness of the recorded video lecture is shown in Fig. 8 . The majority of students agree that the video lectures delivered by his/her faculty teaching the subject help students to learn effectively.

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Darius, P.S.H., Gundabattini, E. & Solomon, D.G. A Survey on the Effectiveness of Online Teaching–Learning Methods for University and College Students. J. Inst. Eng. India Ser. B 102 , 1325–1334 (2021). https://doi.org/10.1007/s40031-021-00581-x

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1 Department of Education, Faculty of Educational Sciences, University of Helsinki, Finland

The final, formatted version of the article will be published soon.

Blended teaching and learning, combining online and face-to-face instruction, and shared reflection are gaining in popularity worldwide and present evolving challenges in the field of teacher training and education. There is also a growing need to focus on transversal competencies such as critical thinking and collaboration. This study is positioned at the intersection of blended education and transversal competencies in the context of a blended ECEC teacher-training program (1000+) at the University of Helsinki. Blended education is a novel approach to training teachers, and there is a desire to explore how such an approach supports the acquisition of transversal competencies and whether the associated methods offer something essential for the development of teacher training. The aim is to explore what transversal competencies this teacher-training program supports for future teachers, and how students reflect on their learning experiences. The data consist of documents from teacher-education curricula and essays from the students on the 1000+ program. They were content-analyzed from a scoping perspective. Students' experiences of studying enhanced the achievement of generic goals in teacher education, such as to develop critical and reflective thinking, interaction competence, collaboration skills, and independent and collective expertise. We highlight the importance of teacher development in preparing for education in the future during the teacher training. Emphasizing professional development, we challenge the conventional teaching paradigm by introducing a holistic approach.

Keywords: blended teacher training, Transversal competencies, future of education, Teacher Education, early childhood education

Received: 19 Jan 2024; Accepted: 15 May 2024.

Copyright: © 2024 Niemi, Kangas and Köngäs. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY) . The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

* Correspondence: Dr. Laura H. Niemi, Department of Education, Faculty of Educational Sciences, University of Helsinki, Helsinki, 00014, Uusimaa, Finland

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Setting a new bar for online higher education

The education sector was among the hardest hit by the COVID-19 pandemic. Schools across the globe were forced to shutter their campuses in the spring of 2020 and rapidly shift to online instruction. For many higher education institutions, this meant delivering standard courses and the “traditional” classroom experience through videoconferencing and various connectivity tools.

The approach worked to support students through a period of acute crisis but stands in contrast to the offerings of online education pioneers. These institutions use AI and advanced analytics to provide personalized learning and on-demand student support, and to accommodate student preferences for varying digital formats.

Colleges and universities can take a cue from the early adopters of online education, those companies and institutions that have been refining their online teaching models for more than a decade, as well as the edtechs that have entered the sector more recently. The latter organizations use educational technology to deliver online education services.

To better understand what these institutions are doing well, we surveyed academic research as well as the reported practices of more than 30 institutions, including both regulated degree-granting universities and nonregulated lifelong education providers. We also conducted ethnographic market research, during which we followed the learning journeys of 29 students in the United States and in Brazil, two of the largest online higher education markets in the world, with more than 3.3 million 1 Integrated Postsecondary Education Data System, 2018, nces.ed.gov. and 2.3 million 2 School Census, Censo Escolar-INEP, 2019, ensobasico.inep.gov.br. online higher education students, respectively.

We found that, to engage most effectively with students, the leading online higher education institutions focus on eight dimensions of the learning experience. We have organized these into three overarching principles: create a seamless journey for students, adopt an engaging approach to teaching, and build a caring network (exhibit). In this article, we talk about these principles in the context of programs that are fully online, but they may be just as effective within hybrid programs in which students complete some courses online and some in person.

Create a seamless journey for students

The performance of the early adopters of online education points to the importance of a seamless journey for students, easily navigable learning platforms accessible from any device, and content that is engaging, and whenever possible, personalized. Some early adopters have even integrated their learning platforms with their institution’s other services and resources, such as libraries and financial-aid offices.

1. Build the education road map

In our conversations with students and experts, we learned that students in online programs—precisely because they are physically disconnected from traditional classroom settings—may need more direction, motivation, and discipline than students in in-person programs. The online higher education programs that we looked at help students build their own education road map using standardized tests, digital alerts, and time-management tools to regularly reinforce students’ progress and remind them of their goals.

Brazil’s Cogna Educação, for instance, encourages students to assess their baseline knowledge at the start of the course. 3 Digital transformation: A new culture to shape our future , Kroton 2018 Sustainability Report, Kroton Educacional, cogna.com.br. Such up-front diagnostics could be helpful in highlighting knowledge gaps and pointing students to relevant tools and resources, and may be especially helpful to students who have had unequal educational opportunities. A web-based knowledge assessment allows Cogna students to confirm their mastery of certain parts of a course, which, according to our research, can potentially boost their confidence and allow them to move faster through the course material.

At the outset of a course, leaders in online higher education can help students clearly understand the format and content, how they will use what they learn, how much time and effort is required, and how prepared they are for its demands.

The University of Michigan’s online Atlas platform, for instance, gives students detailed information about courses and curricula, including profiles of past students, sample reports and evaluations, and grade distributions, so they can make informed decisions about their studies. 4 Atlas, Center for Academic Innovation, University of Michigan, umich.edu. Another provider, Pluralsight, shares movie-trailer-style overviews of its course content and offers trial options so students can get a sense of what to expect before making financial commitments.

Meanwhile, some of the online doctoral students we interviewed have access to an interactive timeline and graduation calculator for each course, which help students understand each of the milestones and requirements for completing their dissertations. Breaking up the education process into manageable tasks this way can potentially ease anxiety, according to our interviews with education experts.

2. Enable seamless connections

Students may struggle to learn if they aren’t able to connect to learning platforms. Online higher education pioneers provide a single sign-on through which students can interact with professors and classmates and gain access to critical support services. Traditional institutions considering a similar model should remember that because high-speed and reliable internet are not always available, courses and program content should be structured so they can be accessed even in low-bandwidth situations or downloaded for offline use.

The technology is just one element of creating seamless connections. Since remote students may face a range of distractions, online-course content could benefit them by being more engaging than in-person courses. Online higher education pioneers allow students to study at their own pace through a range of channels and media, anytime and anywhere—including during otherwise unproductive periods, such as while in the waiting room at the doctor’s office. Coursera, for example, invites students to log into a personalized home page where they can review the status of their coursework, complete unfinished lessons, and access recommended “next content to learn” units. Brazilian online university Ampli Pitagoras offers content optimized for mobile devices that allows students to listen to lessons, contact tutors for help, or do quizzes from wherever they happen to be.

Adopt an engaging approach to teaching

The pioneers in online higher education we researched pair the “right” course content with the “right” formats to capture students’ attention. They incorporate real-world applications into their lesson plans, use adaptive learning tools to personalize their courses, and offer easily accessible platforms for group learning.

3. Offer a range of learning formats

The online higher education programs we reviewed incorporate group activities and collaboration with classmates—important hallmarks of the higher education experience—into their mix of course formats, offering both live classes and self-guided, on-demand lessons.

The Georgia Institute of Technology, for example, augments live lessons from faculty members in its online graduate program in data analytics with a collaboration platform where students can interact outside of class, according to a student we interviewed. Instructors can provide immediate answers to students’ questions via the platform or endorse students’ responses to questions from their peers. Instructors at Zhejiang University in China use live videoconferencing and chat rooms to communicate with more than 300 participants, assign and collect homework assignments, and set goals. 5 Wu Zhaohui, “How a top Chinese university is responding to coronavirus,” World Economic Forum, March 16, 2020, weforum.org.

The element of personalization is another area in which online programs can consider upping their ante, even in large student groups. Institutions could offer customized ways of learning online, whether via digital textbook, podcast, or video, ensuring that these materials are high quality and that the cost of their production is spread among large student populations.

Some institutions have invested in bespoke tools to facilitate various learning modes. The University of Michigan’s Center for Academic Innovation embeds custom-designed software into its courses to enhance the experience for both students and professors. 6 “Our mission & principles,” University of Michigan Center for Academic Innovation, ai.umich.edu. The school’s ECoach platform helps students in large classes navigate content when one-on-one interaction with instructors is difficult because of the sheer number of students. It also sends students reminders, motivational tips, performance reviews, and exam-preparation materials. 7 University of Michigan, umich.edu. Meanwhile, Minerva University focuses on a real-time online-class model that supports higher student participation and feedback and has built a platform with a “talk time” feature that lets instructors balance class participation and engage “back-row students” who may be inclined to participate less. 8 Samad Twemlow-Carter, “Talk Time,” Minerva University, minervaproject.com.

4. Ensure captivating experiences

Delivering education on digital platforms opens the potential to turn curricula into engaging and interactive journeys, and online education leaders are investing in content whose quality is on a par with high-end entertainment. Strayer University, for example, has recruited Emmy Award–winning film producers and established an in-house production unit to create multimedia lessons. The university’s initial findings show that this investment is paying off in increased student engagement, with 85 percent of learners reporting that they watch lessons from beginning to end, and also shows a 10 percent reduction in the student dropout rate. 9 Increased student engagement and success through captivating content , Strayer Studios outcomes report, Strayer University, studios.strategiced.com.

Other educators are attracting students not only with high-production values but influential personalities. Outlier provides courses in the form of high-quality videos that feature charismatic Ivy League professors and are shot in a format that reduces eye strain. 10 Outlier online course registration for Calculus I, outlier.org. The course content follows a storyline, and each course is presented as a crucial piece in an overall learning journey.

5. Utilize adaptive learning tools

Online higher education pioneers deliver adaptive learning using AI and analytics to detect and address individual students’ needs and offer real-time feedback and support. They can also predict students’ requirements, based on individuals’ past searches and questions, and respond with relevant content. This should be conducted according to the applicable personal data privacy regulations of the country where the institution is operating.

Cogna Educação, for example, developed a system that delivers real-time, personalized tutoring to more than 500,000 online students, paired with exercises customized to address specific knowledge gaps. 11 Digital transformation , 2018. Minerva University used analytics to devise a highly personalized feedback model, which allows instructors to comment and provide feedback on students’ online learning assignments and provide access to test scores during one-on-one feedback sessions. 12 “Maybe we need to rethink our assumptions about ‘online’ learning,” Minerva University, minervaproject.com. According to our research, instructors can also access recorded lessons during one-on-one sessions and provide feedback on student participation during class.

6. Include real-world application of skills

The online higher education pioneers use virtual reality (VR) laboratories, simulations, and games for students to practice skills in real-world scenarios within controlled virtual environments. This type of hands-on instruction, our research shows, has traditionally been a challenge for online institutions.

Arizona State University, for example, has partnered with several companies to develop a biology degree that can be obtained completely online. The program leverages VR technology that gives online students in its biological-sciences program access to a state-of-the-art lab. Students can zoom in to molecules and repeat experiments as many times as needed—all from the comfort of wherever they happen to be. 13 “ASU online biology course is first to offer virtual-reality lab in Google partnership,” Arizona State University, August 23, 2018, news.asu.edu. Meanwhile, students at Universidad Peruana de Ciencias Aplicadas are using 3-D games to find innovative solutions to real-world problems—for instance, designing the post-COVID-19 campus experience. 14 Cleofé Vergara, “Learn by playing with Minecraft Education,” Innovación Educativa, July 13, 2021, innovacioneducativa.upc.edu.pe.

Some institutions have expanded the real-world experience by introducing online internships. Columbia University’s Virtual Internship Program, for example, was developed in partnership with employers across the United States and offers skills workshops and resources, as well as one-on-one career counseling. 15 Virtual Internship Program, Columbia University Center for Career Education, columbia.edu.

Create a caring network

Establishing interpersonal connections may be more difficult in online settings. Leading online education programs provide dedicated channels to help students with academic, personal, technological, administrative, and financial challenges and to provide a means for students to connect with each other for peer-to-peer support. Such programs are also using technologies to recognize signs of student distress and to extend just-in-time support.

7. Provide academic and nonacademic support

Online education pioneers combine automation and analytics with one-on-one personal interactions to give students the support they need.

Southern New Hampshire University (SNHU), for example, uses a system of alerts and communication nudges when its digital platform detects low student engagement. Meanwhile, AI-powered chatbots provide quick responses to common student requests and questions. 16 “SNHU turns student data into student success,” Southern New Hampshire University, May 2019, d2l.com. Strayer University has a virtual assistant named Irving that is accessible from every page of the university’s online campus website and offers 24/7 administrative support to students, from recommending courses to making personalized graduation projections. 17 “Meet Irving, the Strayer chatbot that saves students time,” Strayer University, October 31, 2019, strayer.edu.

Many of these pioneer institutions augment that digital assistance with human support. SNHU, for example, matches students in distress with personal coaches and tutors who can follow the students’ progress and provide regular check-ins. In this way, they can help students navigate the program and help cultivate a sense of belonging. 18 Academic advising, Southern New Hampshire University, 2021, snhu.edu. Similarly, Arizona State University pairs students with “success coaches” who give personalized guidance and counseling. 19 “Accessing your success coach,” Arizona State University, asu.edu.

8. Foster a strong community

The majority of students we interviewed have a strong sense of belonging to their academic community. Building a strong network of peers and professors, however, may be challenging in online settings.

To alleviate this challenge, leading online programs often combine virtual social events with optional in-person gatherings. Minerva University, for example, hosts exclusive online events that promote school rituals and traditions for online students, and encourages online students to visit its various locations for in-person gatherings where they can meet members of its diverse, dispersed student population. 20 “Join your extended family,” Minerva University, minerva.edu. SNHU’s Connect social gateway gives online-activity access to more than 15,000 members, and helps them interact within an exclusive university social network. Students can also join student organizations and affinity clubs virtually. 21 SNHU Connect, Southern New Hampshire University, snhuconnect.com.

Getting started: Designing the online journey

Building a distinctive online student experience requires significant time, effort, and investment. Most institutions whose practices we reviewed in this article took several years to understand student needs and refine their approaches to online education.

For those institutions in the early stages of rethinking their online offerings, the following three steps may be useful. Each will typically involve various functions within the institution, including but not necessarily limited to, academic management, IT, and marketing.

The diagnosis could be performed through a combination of focus groups and quantitative surveys, for example. It’s important that participants represent various student segments, which are likely to have different expectations, including young-adult full-time undergraduate students, working-adult part-time undergraduate students, and graduate students. The eight key dimensions outlined above may be helpful for structuring groups and surveys, in addition to self-evaluation of institution performance and potential benchmarks.

Set a strategic vision for your online learning experience. The vision should be student-centric and link tightly to the institution’s overarching manifesto. The function leaders could evaluate the costs/benefits of each part of the online experience to ensure that the costs are realistic. The online model may vary depending on each school’s market, target audience, and tuition price point. An institution with high tuition, for example, is more likely to afford and provide one-on-one live coaching and student support, while an institution with lower tuition may need to rely more on automated tools and asynchronous interactions with students.
Design the transformation journey. Institutions should expect a multiyear journey. Some may opt to outsource the program design and delivery to dedicated program-management companies. But in our experience, an increasing number of institutions are developing these capabilities internally, especially as online learning moves further into the mainstream and becomes a source of long-term strategic advantage.

We have found that leading organizations often begin with quick wins that significantly raise student experiences, such as stronger student support, integrated technology platforms, and structured course road maps. In parallel, they begin the incremental redesign of courses and delivery models, often focusing on key programs with the largest enrollments and tapping into advanced analytics for insights to refine these experiences.

Finally, institutions tackle key enabling factors, such as instructor onboarding and online-teaching training, robust technology infrastructure, and advanced-analytics programs that enable the institutions to understand which features of online education are performing well and generating exceptional learning experiences for their students.

The question is no longer whether the move to online will outlive the COVID-19 lockdowns but when online learning will become the dominant means for delivering higher education. As digital transformation accelerates across all industries, higher education institutions will need to consider how to develop their own online strategies.

Felipe Child is a partner in McKinsey’s Bogotá office, Marcus Frank is a senior practice expert in the São Paulo office, Mariana Lef is an associate in the Buenos Aires office, and Jimmy Sarakatsannis is a partner in the Washington, DC, office.

References to specific products, companies, or organizations are solely for information purposes and do not constitute any endorsement or recommendation.

This article was edited by Justine Jablonska, an editor in the New York office.

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Home » 500+ Quantitative Research Titles and Topics

500+ Quantitative Research Titles and Topics

Table of Contents

Quantitative research involves collecting and analyzing numerical data to identify patterns, trends, and relationships among variables. This method is widely used in social sciences, psychology , economics , and other fields where researchers aim to understand human behavior and phenomena through statistical analysis. If you are looking for a quantitative research topic, there are numerous areas to explore, from analyzing data on a specific population to studying the effects of a particular intervention or treatment. In this post, we will provide some ideas for quantitative research topics that may inspire you and help you narrow down your interests.

Quantitative Research Titles

Quantitative Research Titles are as follows:

Business and Economics

“Statistical Analysis of Supply Chain Disruptions on Retail Sales”
“Quantitative Examination of Consumer Loyalty Programs in the Fast Food Industry”
“Predicting Stock Market Trends Using Machine Learning Algorithms”
“Influence of Workplace Environment on Employee Productivity: A Quantitative Study”
“Impact of Economic Policies on Small Businesses: A Regression Analysis”
“Customer Satisfaction and Profit Margins: A Quantitative Correlation Study”
“Analyzing the Role of Marketing in Brand Recognition: A Statistical Overview”
“Quantitative Effects of Corporate Social Responsibility on Consumer Trust”
“Price Elasticity of Demand for Luxury Goods: A Case Study”
“The Relationship Between Fiscal Policy and Inflation Rates: A Time-Series Analysis”
“Factors Influencing E-commerce Conversion Rates: A Quantitative Exploration”
“Examining the Correlation Between Interest Rates and Consumer Spending”
“Standardized Testing and Academic Performance: A Quantitative Evaluation”
“Teaching Strategies and Student Learning Outcomes in Secondary Schools: A Quantitative Study”
“The Relationship Between Extracurricular Activities and Academic Success”
“Influence of Parental Involvement on Children’s Educational Achievements”
“Digital Literacy in Primary Schools: A Quantitative Assessment”
“Learning Outcomes in Blended vs. Traditional Classrooms: A Comparative Analysis”
“Correlation Between Teacher Experience and Student Success Rates”
“Analyzing the Impact of Classroom Technology on Reading Comprehension”
“Gender Differences in STEM Fields: A Quantitative Analysis of Enrollment Data”
“The Relationship Between Homework Load and Academic Burnout”
“Assessment of Special Education Programs in Public Schools”
“Role of Peer Tutoring in Improving Academic Performance: A Quantitative Study”

Medicine and Health Sciences

“The Impact of Sleep Duration on Cardiovascular Health: A Cross-sectional Study”
“Analyzing the Efficacy of Various Antidepressants: A Meta-Analysis”
“Patient Satisfaction in Telehealth Services: A Quantitative Assessment”
“Dietary Habits and Incidence of Heart Disease: A Quantitative Review”
“Correlations Between Stress Levels and Immune System Functioning”
“Smoking and Lung Function: A Quantitative Analysis”
“Influence of Physical Activity on Mental Health in Older Adults”
“Antibiotic Resistance Patterns in Community Hospitals: A Quantitative Study”
“The Efficacy of Vaccination Programs in Controlling Disease Spread: A Time-Series Analysis”
“Role of Social Determinants in Health Outcomes: A Quantitative Exploration”
“Impact of Hospital Design on Patient Recovery Rates”
“Quantitative Analysis of Dietary Choices and Obesity Rates in Children”

Social Sciences

“Examining Social Inequality through Wage Distribution: A Quantitative Study”
“Impact of Parental Divorce on Child Development: A Longitudinal Study”
“Social Media and its Effect on Political Polarization: A Quantitative Analysis”
“The Relationship Between Religion and Social Attitudes: A Statistical Overview”
“Influence of Socioeconomic Status on Educational Achievement”
“Quantifying the Effects of Community Programs on Crime Reduction”
“Public Opinion and Immigration Policies: A Quantitative Exploration”
“Analyzing the Gender Representation in Political Offices: A Quantitative Study”
“Impact of Mass Media on Public Opinion: A Regression Analysis”
“Influence of Urban Design on Social Interactions in Communities”
“The Role of Social Support in Mental Health Outcomes: A Quantitative Analysis”
“Examining the Relationship Between Substance Abuse and Employment Status”

Engineering and Technology

“Performance Evaluation of Different Machine Learning Algorithms in Autonomous Vehicles”
“Material Science: A Quantitative Analysis of Stress-Strain Properties in Various Alloys”
“Impacts of Data Center Cooling Solutions on Energy Consumption”
“Analyzing the Reliability of Renewable Energy Sources in Grid Management”
“Optimization of 5G Network Performance: A Quantitative Assessment”
“Quantifying the Effects of Aerodynamics on Fuel Efficiency in Commercial Airplanes”
“The Relationship Between Software Complexity and Bug Frequency”
“Machine Learning in Predictive Maintenance: A Quantitative Analysis”
“Wearable Technologies and their Impact on Healthcare Monitoring”
“Quantitative Assessment of Cybersecurity Measures in Financial Institutions”
“Analysis of Noise Pollution from Urban Transportation Systems”
“The Influence of Architectural Design on Energy Efficiency in Buildings”

Quantitative Research Topics

Quantitative Research Topics are as follows:

The effects of social media on self-esteem among teenagers.
A comparative study of academic achievement among students of single-sex and co-educational schools.
The impact of gender on leadership styles in the workplace.
The correlation between parental involvement and academic performance of students.
The effect of mindfulness meditation on stress levels in college students.
The relationship between employee motivation and job satisfaction.
The effectiveness of online learning compared to traditional classroom learning.
The correlation between sleep duration and academic performance among college students.
The impact of exercise on mental health among adults.
The relationship between social support and psychological well-being among cancer patients.
The effect of caffeine consumption on sleep quality.
A comparative study of the effectiveness of cognitive-behavioral therapy and pharmacotherapy in treating depression.
The relationship between physical attractiveness and job opportunities.
The correlation between smartphone addiction and academic performance among high school students.
The impact of music on memory recall among adults.
The effectiveness of parental control software in limiting children’s online activity.
The relationship between social media use and body image dissatisfaction among young adults.
The correlation between academic achievement and parental involvement among minority students.
The impact of early childhood education on academic performance in later years.
The effectiveness of employee training and development programs in improving organizational performance.
The relationship between socioeconomic status and access to healthcare services.
The correlation between social support and academic achievement among college students.
The impact of technology on communication skills among children.
The effectiveness of mindfulness-based stress reduction programs in reducing symptoms of anxiety and depression.
The relationship between employee turnover and organizational culture.
The correlation between job satisfaction and employee engagement.
The impact of video game violence on aggressive behavior among children.
The effectiveness of nutritional education in promoting healthy eating habits among adolescents.
The relationship between bullying and academic performance among middle school students.
The correlation between teacher expectations and student achievement.
The impact of gender stereotypes on career choices among high school students.
The effectiveness of anger management programs in reducing violent behavior.
The relationship between social support and recovery from substance abuse.
The correlation between parent-child communication and adolescent drug use.
The impact of technology on family relationships.
The effectiveness of smoking cessation programs in promoting long-term abstinence.
The relationship between personality traits and academic achievement.
The correlation between stress and job performance among healthcare professionals.
The impact of online privacy concerns on social media use.
The effectiveness of cognitive-behavioral therapy in treating anxiety disorders.
The relationship between teacher feedback and student motivation.
The correlation between physical activity and academic performance among elementary school students.
The impact of parental divorce on academic achievement among children.
The effectiveness of diversity training in improving workplace relationships.
The relationship between childhood trauma and adult mental health.
The correlation between parental involvement and substance abuse among adolescents.
The impact of social media use on romantic relationships among young adults.
The effectiveness of assertiveness training in improving communication skills.
The relationship between parental expectations and academic achievement among high school students.
The correlation between sleep quality and mood among adults.
The impact of video game addiction on academic performance among college students.
The effectiveness of group therapy in treating eating disorders.
The relationship between job stress and job performance among teachers.
The correlation between mindfulness and emotional regulation.
The impact of social media use on self-esteem among college students.
The effectiveness of parent-teacher communication in promoting academic achievement among elementary school students.
The impact of renewable energy policies on carbon emissions
The relationship between employee motivation and job performance
The effectiveness of psychotherapy in treating eating disorders
The correlation between physical activity and cognitive function in older adults
The effect of childhood poverty on adult health outcomes
The impact of urbanization on biodiversity conservation
The relationship between work-life balance and employee job satisfaction
The effectiveness of eye movement desensitization and reprocessing (EMDR) in treating trauma
The correlation between parenting styles and child behavior
The effect of social media on political polarization
The impact of foreign aid on economic development
The relationship between workplace diversity and organizational performance
The effectiveness of dialectical behavior therapy in treating borderline personality disorder
The correlation between childhood abuse and adult mental health outcomes
The effect of sleep deprivation on cognitive function
The impact of trade policies on international trade and economic growth
The relationship between employee engagement and organizational commitment
The effectiveness of cognitive therapy in treating postpartum depression
The correlation between family meals and child obesity rates
The effect of parental involvement in sports on child athletic performance
The impact of social entrepreneurship on sustainable development
The relationship between emotional labor and job burnout
The effectiveness of art therapy in treating dementia
The correlation between social media use and academic procrastination
The effect of poverty on childhood educational attainment
The impact of urban green spaces on mental health
The relationship between job insecurity and employee well-being
The effectiveness of virtual reality exposure therapy in treating anxiety disorders
The correlation between childhood trauma and substance abuse
The effect of screen time on children’s social skills
The impact of trade unions on employee job satisfaction
The relationship between cultural intelligence and cross-cultural communication
The effectiveness of acceptance and commitment therapy in treating chronic pain
The correlation between childhood obesity and adult health outcomes
The effect of gender diversity on corporate performance
The impact of environmental regulations on industry competitiveness.
The impact of renewable energy policies on greenhouse gas emissions
The relationship between workplace diversity and team performance
The effectiveness of group therapy in treating substance abuse
The correlation between parental involvement and social skills in early childhood
The effect of technology use on sleep patterns
The impact of government regulations on small business growth
The relationship between job satisfaction and employee turnover
The effectiveness of virtual reality therapy in treating anxiety disorders
The correlation between parental involvement and academic motivation in adolescents
The effect of social media on political engagement
The impact of urbanization on mental health
The relationship between corporate social responsibility and consumer trust
The correlation between early childhood education and social-emotional development
The effect of screen time on cognitive development in young children
The impact of trade policies on global economic growth
The relationship between workplace diversity and innovation
The effectiveness of family therapy in treating eating disorders
The correlation between parental involvement and college persistence
The effect of social media on body image and self-esteem
The impact of environmental regulations on business competitiveness
The relationship between job autonomy and job satisfaction
The effectiveness of virtual reality therapy in treating phobias
The correlation between parental involvement and academic achievement in college
The effect of social media on sleep quality
The impact of immigration policies on social integration
The relationship between workplace diversity and employee well-being
The effectiveness of psychodynamic therapy in treating personality disorders
The correlation between early childhood education and executive function skills
The effect of parental involvement on STEM education outcomes
The impact of trade policies on domestic employment rates
The relationship between job insecurity and mental health
The effectiveness of exposure therapy in treating PTSD
The correlation between parental involvement and social mobility
The effect of social media on intergroup relations
The impact of urbanization on air pollution and respiratory health.
The relationship between emotional intelligence and leadership effectiveness
The effectiveness of cognitive-behavioral therapy in treating depression
The correlation between early childhood education and language development
The effect of parental involvement on academic achievement in STEM fields
The impact of trade policies on income inequality
The relationship between workplace diversity and customer satisfaction
The effectiveness of mindfulness-based therapy in treating anxiety disorders
The correlation between parental involvement and civic engagement in adolescents
The effect of social media on mental health among teenagers
The impact of public transportation policies on traffic congestion
The relationship between job stress and job performance
The effectiveness of group therapy in treating depression
The correlation between early childhood education and cognitive development
The effect of parental involvement on academic motivation in college
The impact of environmental regulations on energy consumption
The relationship between workplace diversity and employee engagement
The effectiveness of art therapy in treating PTSD
The correlation between parental involvement and academic success in vocational education
The effect of social media on academic achievement in college
The impact of tax policies on economic growth
The relationship between job flexibility and work-life balance
The effectiveness of acceptance and commitment therapy in treating anxiety disorders
The correlation between early childhood education and social competence
The effect of parental involvement on career readiness in high school
The impact of immigration policies on crime rates
The relationship between workplace diversity and employee retention
The effectiveness of play therapy in treating trauma
The correlation between parental involvement and academic success in online learning
The effect of social media on body dissatisfaction among women
The impact of urbanization on public health infrastructure
The relationship between job satisfaction and job performance
The effectiveness of eye movement desensitization and reprocessing therapy in treating PTSD
The correlation between early childhood education and social skills in adolescence
The effect of parental involvement on academic achievement in the arts
The impact of trade policies on foreign investment
The relationship between workplace diversity and decision-making
The effectiveness of exposure and response prevention therapy in treating OCD
The correlation between parental involvement and academic success in special education
The impact of zoning laws on affordable housing
The relationship between job design and employee motivation
The effectiveness of cognitive rehabilitation therapy in treating traumatic brain injury
The correlation between early childhood education and social-emotional learning
The effect of parental involvement on academic achievement in foreign language learning
The impact of trade policies on the environment
The relationship between workplace diversity and creativity
The effectiveness of emotion-focused therapy in treating relationship problems
The correlation between parental involvement and academic success in music education
The effect of social media on interpersonal communication skills
The impact of public health campaigns on health behaviors
The relationship between job resources and job stress
The effectiveness of equine therapy in treating substance abuse
The correlation between early childhood education and self-regulation
The effect of parental involvement on academic achievement in physical education
The impact of immigration policies on cultural assimilation
The relationship between workplace diversity and conflict resolution
The effectiveness of schema therapy in treating personality disorders
The correlation between parental involvement and academic success in career and technical education
The effect of social media on trust in government institutions
The impact of urbanization on public transportation systems
The relationship between job demands and job stress
The correlation between early childhood education and executive functioning
The effect of parental involvement on academic achievement in computer science
The effectiveness of cognitive processing therapy in treating PTSD
The correlation between parental involvement and academic success in homeschooling
The effect of social media on cyberbullying behavior
The impact of urbanization on air quality
The effectiveness of dance therapy in treating anxiety disorders
The correlation between early childhood education and math achievement
The effect of parental involvement on academic achievement in health education
The impact of global warming on agriculture
The effectiveness of narrative therapy in treating depression
The correlation between parental involvement and academic success in character education
The effect of social media on political participation
The impact of technology on job displacement
The relationship between job resources and job satisfaction
The effectiveness of art therapy in treating addiction
The correlation between early childhood education and reading comprehension
The effect of parental involvement on academic achievement in environmental education
The impact of income inequality on social mobility
The relationship between workplace diversity and organizational culture
The effectiveness of solution-focused brief therapy in treating anxiety disorders
The correlation between parental involvement and academic success in physical therapy education
The effect of social media on misinformation
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AI intervention mitigates tension among conflicting ethnic groups

Prejudice and fear have always been at the core of intergroup hostilities.

While intergroup interaction is a prerequisite for initiating peace and stability at the junction of clashing interests, values, and cultures, the risk of further escalation precisely from direct interactions cannot be ruled out. In particular, a shortage of impartial, nonpartisan personnel to properly manage an electronic contact -- or E-contact -- session may cause the process to backfire and become destabilized.

Now, a research team including Kyoto University has shown that interactive AI programs may help reduce prejudice and anxiety among historically divided ethnic groups in Afghanistan during online interactions.

"Compared to the control group, participants in the AI intervention group showed more engagement in our study and significantly less prejudice and anxiety toward other ethnic groups," says Sofia Sahab of KyotoU's Graduate School of Informatics.

In collaboration with Nagoya University, Nagoya Institute of Technology, and Hokkaido University, Sahab's team has tested the effectiveness of using a CAI -- or conversational AI -- on the discussion platform D-Agree to facilitate unbiased and constructive conversations. The program ensures participants a safe, private space to talk freely, a setting that is commonly taken for granted in war-free countries.

"Our over-decade-long work on AI agent-based consensus-building support has empirically demonstrated AI agents' applicability in de-escalating confrontational situations," remarks co-author Takayuki Ito, also of the informatics school.

Sahab's team applied a randomized controlled experiment to determine the causal effects of conversational AI facilitation in online discussions in reducing prejudice and anxiety.

Participants from three ethnic backgrounds were divided into two groups -- an AI group and a non-AI control group -- to gauge the effects. As expected, the former expressed more empathy toward outside groups than participants in the control group.

"The neutral AI agents aim to reduce risks by coordinating guided conversations as naturally as possible. By providing fair and cost-effective strategies to encourage positive interactions, we can promote lasting harmony among diverse ethnic groups," adds Sahab.

In the long term, the researchers are considering the potential for AI intervention beyond border conflicts to promote positive social change.

"AI may have come at a pivotal time to aid humanity in enhancing social sustainability with CAI-mediated human interactions," reflects Sahab.

Racial Issues
Relationships
Communications
Computational Biology
Racial Disparity
Scientific Conduct
STEM Education
Ethnic group
Communication
Cyber-bullying
Scientific visualization
General anxiety disorder

Story Source:

Materials provided by Kyoto University . Note: Content may be edited for style and length.

Journal Reference :

Sofia Sahab, Jawad Haqbeen, Rafik Hadfi, Takayuki Ito, Richard Eke Imade, Susumu Ohnuma, Takuya Hasegawa. E-contact facilitated by conversational agents reduces interethnic prejudice and anxiety in Afghanistan . Communications Psychology , 2024; 2 (1) DOI: 10.1038/s44271-024-00070-z

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