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A double-edged sword: Teachers’ perceptions of the benefits and challenges of online teaching and learning in higher education

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Abstract

Due to the impact of the recent pandemic, the teaching and learning experience worldwide was marked by a wave of emergency digitalization. The sudden need to transition to online teaching and learning (OTL) has forced Higher Education actors to adapt quickly without proper planning. This study examines teachers’ perceptions of the benefits and challenges posed by OTL during the pandemic in Higher Education. Data were collected from 636 teachers from 54 different countries using an internationally distributed online survey, and responses were coded using thematic analysis. While the main benefits perceived by teachers relate to flexibility (in tasks execution), accessibility, pedagogical innovation, and self-regulation, key challenges emerge in domains such as engagement, interaction, infrastructure/technical support, assessment and pedagogical practice. Our results further suggest a phenomenon that we describe as a “double-edged sword” with elements of OTL being perceived both as a benefit and a challenge. Results and implications for OTL and future blended practices in Higher Education are discussed.

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Funding

This work is funded by national funds, through FCT ? Fundação para a Ciência e a Tecnologia , I.P., in the scope of the framework contract foreseen in the numbers 4, 5 and 6 of the article 23, of the Decree-Law 57/2016, of August 29, changed by Law 57/2017, of July 19.

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  1. CIDTFF, Department of Education and Psychology , Universidade de Aveiro, Aveiro, Portugal

    Margarida Lucas

  2. iNOVA Media Lab/ICNOVA, Universidade Nova de Lisboa, Lisbon, Portugal

    Paulo Nuno Vicente

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  1. Margarida Lucas
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  2. Paulo Nuno Vicente
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Correspondence to Margarida Lucas.

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Lucas, M., Vicente, P.N. A double-edged sword: Teachers’ perceptions of the benefits and challenges of online teaching and learning in higher education. Educ Inf Technol 28, 5083–5103 (2023). https://doi.org/10.1007/s10639-022-11363-3

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