While promoting whole person education, liberal arts education is characterized by close student-faculty relationships and interactions inside and outside classrooms. However, due to the COVID-19 pandemic, emergency online learning and teaching became the primary instruction format, which is criticized by the lack of effective personal interactions. Therefore, for liberal arts university students, what were their learning experiences in the online classes? What were the challenges, and how did they deal with them? This study examines students’ online learning experiences during the pandemic at a liberal arts university—Lingnan University in Hong Kong. After addressing the above questions, this study aims to reflect online learning effectiveness with a particular focus on students’ liberal arts education experiences. This study applied a mixed-methods approach. On the quantitative side, the research team distributed a survey questionnaire regarding online learning experiences to Lingnan University students and received 348 valid responses. For the qualitative approach, the research team conducted interviews with 20 students at Lingnan University to gain an in-depth understanding of their experiences in the online courses during the pandemic. This empirical case study of Lingnan University sheds light on the discussion of students’ online learning and liberal arts education experiences. While it is too early to replace traditional face-to-face courses with online formats, liberal arts higher education institutions and relevant stakeholders could take this chance of COVID-19 pandemic to reflect the realization of liberal arts education goals through online learning and teaching.
|Published - 1 Jun 2021
|Canadian Society for the Study of Higher Education (CSSHE) 2021 Conference - Online, Canada
Duration: 30 May 2021 → 1 Jun 2021
|Canadian Society for the Study of Higher Education (CSSHE) 2021 Conference
|30/05/21 → 1/06/21