A comparative qualitative study of student perspectives on online versus on-campus learning

Abstract Introduction The accelerated digitization of education due to the pandemic has introduced a new shift of the educational process. However, the issue of the pedagogical effectiveness of online platforms in comparison with traditional on-campus systems still remains. This research explores the views of students to determine the mediators involved while opting for learning modes and the effects they have on academic satisfaction. Methodology Qualitative research employing semi-structured interviews with relativist social constructive perspective was used to collect in-depth information on forty university students. The heterogeneous sample was recruited via convenience sampling and spanned multiple academic tiers (Undergraduate, Postgraduate, and PhD candidates) across contrasting clinical (Medicine and Dentistry) and theoretical (Psychology and Business Administration) disciplines, all holding direct experience with both learning modes within the past 5 years. Thematic analysis was employed to analyze the data with Taguette software, to determine recurring patterns. A rigorous audit trail, reflexive journal and peer-debriefing were executed to reduce interpretative bias thereby ensuring trustworthiness. Results Thematic analysis revealed three key mediators that influenced the decisions of students, including personal life situations, preferred learning styles, and underlying disciplinary requirements. Although online learning was preferred because of its flexibility and convenience, students complained of digital fatigue, social isolation and loss of peer interaction. On the other hand, face-to-face learning was lauded to create a high level of engagement and instant feedback but was faulted on strict scheduling and logistical limitations. Conclusion The results indicate that both modes are not entirely satisfactory with the secret of effective academic delivery is a hybrid approach. This paradigm must balance the spatial adaptability of asynchronous online segments and collaborative advantages of face-to-face workshops to help maximize the learning results and inclusiveness.

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