The Adaptation of Online Learning During Covid-19: Perspectives of Undergraduate Students

Abstract

The COVID-19 pandemic compelled educational institutions worldwide to transition abruptly from traditional face-to-face instruction to online learning. This study investigates the factors influencing undergraduate students' adaptation to online learning during the pandemic, with a specific focus on the context of Nepal. Drawing on a review of relevant scholarly literature, the research examines the relationship between three independent variables— availability of IT infrastructure, effectiveness of online learning, and computer self-efficacy—and the dependent variable, students' adaptation to online learning. A quantitative research design was adopted, and data were collected through a structured questionnaire survey administered to 351 undergraduate students. The collected data were coded and analyzed using the Statistical Package for the Social Sciences (SPSS), employing reliability testing, descriptive statistics, correlation analysis, and linear regression. The findings indicate that the availability of IT infrastructure has a statistically significant, positive relationship with students' adaptation to online learning, while effectiveness and computer self-efficacy demonstrate weaker associations. The study concludes with practical recommendations for the government, colleges, faculty members, and students to enhance the adaptation and delivery of online learning, and it identifies avenues for future research.