Online to Offline Education- Stress, Ethics, and Operational Concerns in the Pandemic Transition

Abstract

Amidst the COVID-19 pandemic, educators and students endured a tumultuous two-year period marked by hasty tech integration, unprepared academic stakeholders, limited screen space, and a lack of control over educational processes. The return to offline classes and campus life was anticipated as a stress relief for higher education, but students had acclimated to online learning, rendering this transition a "new normal."

This study aimed to explore how teachers and students perceived the choices between online and offline education under these circumstances and the extent of stress experienced and its underlying causes. A web-based, mixed-method survey was employed when students were still at home, but the prospect of physical classes was emerging. Findings revealed that a third of respondents reported experiencing stress, even after vaccinations. The COVID-19 experience significantly influenced their attitudes towards transitioning back to regular classes and examinations. Respondents anticipated physical classes and exams would enhance learning practices, reduce unethical behavior, and bolster market acceptance.

In conclusion, a balanced blend of online and offline methods, considering various factors such as subject matter, engagement objectives, time, location, and space constraints, can prove more productive than rigid segregation.