Abstract:

Towards the end of 2019, the new coronavirus pandemic caused the most significant risk to the worldwide university system in history. The demise of higher education institutions impacted over 1.6 billion people who participated in the educational system spanning over 190 nations and all regions by May 2020. Technologies proved to be the best accomplice in protecting every individual associated with the educational system while offering an opportunity for an alternative instructional procedure. Due to necessity, the majority of colleges and universities in the world are now employing combinations of traditional and remote instruction, which proves critical but productive for maintaining security precautions internationally. The solution stemmed from a few broad and prevailing public policies that sought to be adaptable and prepared to provide a substitute for in-person instruction. Thereafter Internet usage grew to be the primary means of communication. The widespread shift in university operations from face-to-face instruction to remote learning has amplified the influence of modern technology. Both students' and instructors' perceptions of instruction and learning transformed radically when the face-to-face element was eliminated. To properly educate undergraduate pupils, the fact was deemed imperative for the universities to keep track of their views and evaluations of the unexpected. For several years, educational institutions have been discussing the pros and cons of distance education over face-to-face instruction. This research investigated how students perceived in-person and online educational settings regarding social presence, social interaction, and contentment with university education. Results from Rajabalee, Santaly, and Rennie (2019) indicate that encouraging student involvement is a crucial component of excellent remote learning. Existing literature lends credence to this. i.e., precise assessment of student engagement is crucial to gauge learner performance alongside achievements. This paper relies on secondary information analysis, spanning several recently published papers, to provide insight into face-to-face learning, remote education, and student engagement—that is directed to students' performances and successful accomplishments. Through this consideration, a methodical examination of the publications included in numerous education sites was conducted, and 20 - 25 research papers ended up being chosen to extract the investigation article's findings. Significant discoveries derived from this secondary data assessment will guide future recommendations that will help academics, instructors, lecturers, University students, and other relevant parties who are interested in face-to-face and remote learning.

Keywords:

Face-to-Face (F2F) learning, remote learning, hybrid classes, student engagement, pandemic, student performances/achievements.