Abstract
Many studies have reported the affordances of students’ engagement in web-based learning. However, few studies have used a qualitative approach to investigating students’ challenges with such type of learning over time. To fill this gap, this study uses the qualitative case study method to explore the challenges of university students with web-based learning in one semester. The data were collected from interviews with and reflections and field notes of students in an English reading class in a university in China. The results revealed limitations in web-based learning due to individual negative factors that evolved incidentally or chronically and due to the interactions between such factors. These factors inhibited student and instructor engagement, including in adjusting to changing circumstances. The study concluded that the challenges of web-based learning in the reading class were multifaceted and constrained the learning process but were mitigated by the efforts of the instructor and the students to overcome the limitations of web-based learning.
Similar content being viewed by others
References
Abd Rashid, Z., Kadiman, S., Zulkifli, Z., Selamat, J., Hisyam, M., & Hashim, M. (2016). Review of web-based learning in TVET: History, advantages and disadvantages. International Journal of Vocational Education and Training Research, 2(2), 7–17
Abuhassna, H., Megat, A., Yahaya, N., Azlina, M., & Al-Rahmi, W. M. (2020). Examining students’ satisfaction and learning autonomy through web-based courses. International Journal of Advanced Trends in Computer Science and Engineering, 1(9), 356–370
Al Rawashdeh, A. Z., Mohammed, E. Y., Arab, A., Alara, A. R., M., & Al-Rawashdeh, B. (2021). Advantages and disadvantages of using e-Learning in University Education: Analyzing students’ perspectives. Electronic Journal of e-Learning, 19(3), 107–117
Astuti, L., Wihardi, Y., & Rochintaniawati, D. (2020). The development of web-based learning using interactive media for science learning on levers in human body topic. Journal of Science Learning, 3(2), 89–98
Barbour, M. (2008). Secondary students’ perceptions of web-based learning. Quarterly Review of Distance Education, 9(4), 357–372
Braun, V., & Clarke, V. (2013). Successful qualitative research: A practical guide for beginners. CA: SAGE
Chang, C. C. (2001). A study on the evaluation and effectiveness analysis of web-based learning portfolio (WBLP). British Journal of Educational Technology, 32(4), 435–458
Cook, D. A. (2007). Web-based learning: Pros, cons and controversies. Clinical Medicine, 7(1), 37–42
Cook, D. A., Garside, S., Levinson, A. J., Dupras, D. M., & Montori, V. M. (2010). What do we mean by web-based learning? A systematic review of the variability of interventions. Medical Education, 44(8), 765–774
Dhawan, S. (2020). Online learning: A panacea in the time of COVID-19 crisis. Journal of Educational Technology Systems, 49(1), 5–22
Elmabaredy, A., Elkholy, E., & Tolba, A. A. (2020). Web-based adaptive presentation techniques to enhance learning outcomes in higher education. Research and Practice in Technology Enhanced Learning, 15(1), 1–18
Felix, U. (2001). A multivariate analysis of students’ experience of web based learning. Australasian Journal of Educational Technology, 17(1), 21–36
Fereday, J., & Muir-Cochrane, E. (2006). Demonstrating rigor using thematic analysis: A hybrid approach of inductive and deductive coding and theme development. International Journal of Qualitative Methods, 5(1), 80–92
Hannafin, M., & Hannafin, K. (2008). Cognition and student-centered, Web-based learning: Issues and implications for research and theory. In D. G. Kinshuk, J. M. Sampson, P. Spector, D. Isaı´as, & D. Ifenthaler (Eds.), Proceedings of the IADIS international conference on cognition and exploratory learning in the digital age (pp. 113–120). IADIS
Harman, R. M., & Zhang, X. (2015). Performance, performativity and second language identities: How can we know the actor from the act? Linguistics and Education, 32, 68–81
Khalil, R., Mansour, A. E., Fadda, W. A., Almisnid, K., Aldamegh, M., Al-Nafeesah, A., & Al-Wutayd, O. (2020). The sudden transition to synchronized online learning during the COVID-19 pandemic in Saudi Arabia: A qualitative study exploring medical students’ perspectives. BMC Medical Education, 20(1), 1–10
Kozaki, Y., & Ross, S. J. (2011). Contextual dynamics in foreign language learning motivation. Language Learning, 61(4), 1328–1354
Lyons, K. M., Lobczowski, N. G., Greene, J. A., Whitley, J., & McLaughlin, J. E. (2021). Using a design-based research approach to develop and study a web-based tool to support collaborative learning. Computers & Education, 161, 104064
Okoye, K., Rodriguez-Tort, J. A., Escamilla, J., & Hosseini, S. (2021). Technology-mediated teaching and learning process: A conceptual study of educators’ response amidst the Covid-19 pandemic. Education and Information Technologies, 1–33. https://doi.org/10.1007/s10639-021-10527-x
Olson, T. M., & Wisher, R. A. (2002). The effectiveness of web-based instruction: An initial inquiry. International Review of Research in Open and Distributed Learning, 3(2), 1–17
Pacheco, A. Q. (2005). Web-based learning (WBL): A challenge for foreign language teachers. Revista Electrónica “Actualidades Investigativas en Educación”, 5(2), 1–25
Ponelis, S. R. (2015). Using interpretive qualitative case studies for exploratory research in doctoral studies: A case of information systems research in small and medium enterprises. International Journal of Doctoral Studies, 10, 535–550. http://ijds.org/Volume10/IJDSv10p535-550Ponelis0624.pdf. Accessed 19 July 2020
Soussi, K. (2020). Web-based learning: Characteristics, practices, challenges and recommendations. International Journal of Science and Research, 9(3), 936–943
Wang, S. K., & Reeves, T. C. (2007). The effects of a web-based learning environment on student motivation in a high school earth science course. Educational Technology Research and Development, 55(2), 169–192
Yang, T., & Gao, M. (2020). Studying Chinese characters in a web-based learning environment: A case study of Swedish university students.Chinese Language Teaching Methodology and Technology, 3(2). https://engagedscholarship.csuohio.edu/cltmt/vol3/iss2/2
Zhang, R., & Zou, D. (2021). A state-of-the-art review of the modes and effectiveness of multimedia input for second and foreign language learning. Computer Assisted Language Learning. https://doi.org/10.1080/09588221.2021.1896555
Funding
The study did not receive any funding.
Author information
Authors and Affiliations
Corresponding author
Ethics declarations
Conflicts of interest
There is no conflict of interest.
Ethics approval
The study complied with ethical standards.
Consent to participate
All participants consented to participate in the study.
Consent for publication
All participants agreed to publish data associated with them.
Additional information
Publisher’s Note
Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.
Rights and permissions
About this article
Cite this article
Zhang, X. Demystifying the challenges of university students’ web-based learning: A qualitative case study. Educ Inf Technol 27, 10161–10178 (2022). https://doi.org/10.1007/s10639-022-10974-0
Received:
Accepted:
Published:
Issue Date:
DOI: https://doi.org/10.1007/s10639-022-10974-0