The Effects of Online Learning on Students’ Performance: A Comparison Between UK and Jordanian Universities

Abstract

The global pandemic of Covid-19 has caused lockdowns across the globe, causing education institutions to shut down. As a result, classes have been held online. This study investigates the impact of online learning on student performance by comparing the impact on Jordan and the UK. Both countries have been reported to have high technological competency but are known to have varying sociodemographic structures. Surveys were conducted on undergraduate students from both countries (N = 780) to analyse students’ perception of online learning, self-perception of academic capabilities, and faculty performance during online learning. Semi-structured interviews were conducted on professors from both countries (N = 8). The findings indicate that both Jordan and the UK have been very similarly affected by in terms of student performance, with major challenges being in communication, technological competency, access to hardware for taking online classes, absenteeism, and drop-outs. Some benefits to student performance were identified as having access to recorded lectures, having more access to faculties through e-mail and extended office hours. Ethical implications were not commented on. Privacy concerns were largely voiced by faculties.