Abstract:

Due to COVID-19, millions of students around the world had to abruptly shift from the traditional method of learning to online platforms. Research investigating engagement and adaptability to online learning and assessment during the pandemic is scarce in the Saudi context, especially among undergraduate students. Therefore, this qualitative study will explore students’ perceptions to fill this gap in the literature. A total of 560 students (268 men and 292 women) filled out closed questionnaires. Ten students (five females and five males) participated in semi-structured interviews. The findings highlight that students’ readiness for online learning had a significant impact on their academic success, and that positive experiences played a role in their continuing online learning. Furthermore, this study found that students’ active engagement occurred through preparation and revision, participation in discussions, constructive feedback from teachers, and their interactions with students and teachers. Additionally, students’ adaptability to online learning was achieved through technical support, training, ease of access to learning resources, flexibility in time and location — which resulted in cost efficiency for students.

Keywords:

Engagement, Adaptability, Online learning & Assessment, COVID 19, Saudi context, undergraduate students.