Abstract:

Introduction:
Students have faced many challenges prior to the COVID-19 pandemic, in order to acquire good quality education. This has stemmed from the expectations of teachers, educational institutions and parents or guardians on the students to achieve good results. This has been because of the time and resources invested into providing education for students to help them grow intellectually and succeed. It is believed that consequently this will lead to students becoming good citizens, obtain a job which will help families and economy within countries around the world. The COVID-19 pandemic has affected education systems globally, creating an impact upon the way students learn. Traditionally, students have been taught through face-to-face interactions which obtained good results. However, due to the implementation of government guidelines, social distancing measures and ‘lockdown’ regulations forced face-to-face learning to cease. Education very quickly became a remote process as students were forced to learn through online platforms.

Objective:
The objective of this study is to conduct a systematic review of published information on the effects of face-to-face to remote learning on students in higher education. There is a focus on students in India.

Methodology:
A systematic literature review has been carried out by means of a literature search in the subject of learning, face-to-face, remote, and students in higher education. This was achieved through a thorough database search and other information sources. Four effects were identified and classified: mental health, motivation, interpersonal relationships, financial and technology.

Results:
Results have identified that there has been a heightened need for student mental health awareness due to stress, anxiety and loneliness experienced during the lockdown period. Students require critical thinking skills and self-motivation to learn, as there is increased flexibility to complete remote learning outcomes. Due to added pressure from interpersonal relationships and financial requirements to continue studying some students in rural India have stopped the education process. Accessibility and learning how to use new technological hardware and software programs, has created added pressure on students to learn remotely, prior to accessing educational learning materials.

Conclusion:
The rapid transition from face-to-face to remote learning has created uncertainty and change, which many students have gradually adapted to. Residing in the technological era, students have access to remote learning facilities which has progressed during the COVID-19 pandemic. However, as the lockdown measures are eased and face-to-face learning has commenced again, a blended learning approach can be used. Particularly with the use of video conferencing software availability, e-learning tools, especially constructed pedagogies and better internet connection that has been installed across India even within remote rural areas. This has provided hope for the future, where students can obtain a variation and enthralling learning experience facilitated through novel face-to-face learning combined with remote learning, introducing a ‘new’ world of learning possibilities within a ‘new normal’ society.

Keywords:

Remote learning, face-to-face learning, students, COVID-19.