Exploring Full-time Online Learning of Secondary School Students in
the COVID-19 Pandemic
QI ZHU1, JOYCE ZHU2
1Department of Computer Science,
University of Houston,
3007 N. Ben Wilson St., Victoria,
USA
2Awty International School,
7455 Awty School Ln, Houston,
USA
Abstract: - Amidst the COVID-19 pandemic, most students including those in grades K-12, have been
compelled to transition to full-time online education. This research delves into the responses of secondary
school students to the shift to full-time online learning necessitated by the pandemic. A comprehensive survey
was conducted in Texas, specifically in Fort Bend and neighboring counties, to draw comparisons regarding
students' online learning environments, their experiences, and the expectations they held. The findings of this
study have implications that can offer guidance to policymakers and educational institutions on enhancing the
online learning experience for secondary school students in the future.
Key-Words: - Online learning, secondary school, COVID-19 Pandemic
Received: July 12, 2022. Revised: August 16, 2023. Accepted: September 17, 2023. Published: October 24, 2023.
1 Introduction
Over the last decade, online instructional education
has experienced rapid growth, offering the
advantages of flexible learning schedules and
accessibility from any location, [1]. Nevertheless, a
longstanding debate surrounds the suitability of
online learning for K-12 students, [2]. The
emergence of the COVID-19 Pandemic led to the
widespread adoption of online learning across all
educational levels, ensuring uninterrupted learning
for students, [3]. This survey-based study delves
into the responses of secondary school students
toward the compulsory full-time online learning
necessitated by the COVID-19 pandemic. The study
focuses on students in Fort Bend and nearby
counties, in Texas, examining their experiences and
reactions.
2 Literature Review
Online education offers a range of multimedia
resources, including texts, audio, and videos, which
could enhance the learning experience, [4].
Additionally, it provides the advantage of a more
adaptable and self-directed learning pace, also with
reduced costs, [5]. Notably, prior to 2020, 33.5% of
higher education students were engaged in various
forms of distance education or online courses, [6].
In the United States, K-12 schools that exclusively
offer online curricula are typically Charter schools,
which provide alternative learning formats for
students, [7], [8]. Prior to the onset of COVID-19,
online education for K-12 students in the US
primarily followed an asynchronous or hybrid
model, combining online and in-person elements,
[9]. Fully online or synchronous education for K-12
students was less common, with greater participation
seen in Charter schools and advanced courses within
public schools, [10]. Nevertheless, enrollment in
online schools in the US is on the rise, with 30.6% of
Charter schools offering complete online courses
compared to 28.5% of traditional public schools,
[11].
In contrast to online learning, a multitude of
research underscores that traditional face-to-face
education fosters authentic and significant
interactions between students and educators, [12].
Online instruction has been accompanied by
concerns and criticisms, encompassing issues like
inadequate course content, limited collaborative
learning, irregular instruction, lack of teacher
accessibility, insufficient instructor readiness, and
technical or network challenges, [13], [14].
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In March 2020, all students across the United States
were compelled to transition from in-person classes
to online learning due to the COVID-19 pandemic.
Nevertheless, this shift has been accompanied by
several challenges faced by the students. According
to, [3], [15], inadequacies in internet infrastructure,
teachers' difficulties in adapting to online teaching
methods, and a lack of parental involvement have
contributed to the ineffectiveness of online learning.
The study, [16], discovered that the high costs
associated with acquiring appropriate tools hinder
the attainment of positive outcomes in online
learning. Research conducted, [17], [18], highlighted
those issues related to internet access, limited
interaction between teachers and students, and
insufficient technological resources significantly
impact the overall effectiveness of online learning.
We administered a survey targeting secondary
school students in this paper, to investigate their
responses to the experience of engaging in full-time
online learning throughout this pandemic.
3 Survey Design
The popularity of online learning continues to soar
due to its adaptable formats, cost-effectiveness,
convenient accessibility, and customizable pace, [5].
However, although online learning can be a potent
educational approach, its efficacy or efficiency
tends to be lower for secondary school students,
[19].
The studies, [20], [21], have pinpointed various
challenges associated with online learning during
the COVID-19 pandemic, encompassing issues such
as internet connectivity, access to IT equipment,
restricted collaborative learning prospects,
diminished learning motivation, and amplified
academic pressures. While most studies have
centered around higher education settings, we intend
to carry out a survey that centers predominantly on
secondary school students, aiming to discern their
responses to the experience of full-time online
learning. The outcomes of this survey hold the
potential to offer educational authorities and
institutions valuable insights into the obstacles
students face, with the prospect of enhancing the
quality of online learning for them in the future.
The survey was conducted primarily within the
Fort Bend Independent School District (ISD), which
is a school district system located in Sugar Land,
Texas. For the 2021-2022 school year, the district
received a B accountability rating. The ethnic
distribution within the district comprises 27.5%
African American, 27.3% Asian, 26.4% Hispanic,
14.8% White, and 4% from other ethnic
backgrounds. Like numerous schools across the
United States, Fort Bend initiated its online learning
program in March 2020, later introducing a hybrid
approach with both face-to-face and online
instructional methods in October 2020. Eventually,
the online program was concluded in December
2021. Depending on their chosen learning method,
students had a mandatory online learning experience
spanning between 7 to 21 months. The primary goal
of the survey and subsequent study was to explore
the perspectives of secondary school students on
online learning and to propose potential actions for
enhancing future online education. Specifically,
three research questions were formulated to compare
online learning with traditional face-to-face
education:
1. What were the learning conditions
encountered by students during online
learning?
2. What advantages and challenges did students
face during online learning?
3. What are the expectations of students
regarding future online learning experiences?
4 Survey Results
The survey was undertaken between September
2022 and December 2022, with a focus on
secondary school students spanning from 9th to 12th
grade. A comprehensive total of 180 students
actively participated in the survey, and the
distribution of students across various grade levels
is visually depicted in Figure 1.
Fig. 1: The number of students in each grade
Within this cohort, approximately 74 students
identify as female (accounting for 41.1% of the
total), while 102 students identify as male
(constituting 56.7% of the total). Additionally, 4
respondents (2.2%) opted not to provide an answer
to this question.
0,00
0,20
0,40
0
20
40
60
910 11 12 others
percentage
number
Grade
'number of students', 'percentage' by
'Grade'
number percentage
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Fig. 2: The percentage of students in the school
district
Likewise, we inquired about the school district
attended by students during the academic year 2020-
2021. The distribution of responses is depicted in
Figure 2, revealing that 66.7% of students were
enrolled in Fort Bend ISD, 7.8% in Houston ISD,
and 2.2% in Katy ISD, while the remaining students
hailed from various other ISDs.
4.1 Learning Methodology and Tools
Within this section, we commence by presenting the
outcomes derived from the survey's inquiries about
teaching methods employed by teachers, the tools
used for teaching, and the learning platforms
utilized by students. For each question, respondents
had the option to select one or more answers from
the provided choices.
Fig. 3: The teaching method
In the era of digital advancement, the
incorporation of information and communications
technology into online learning equips students with
the necessary skills they require, [22]. As evident in
Figure 3, during the transition from traditional
classroom settings to online environments,
approximately 68% of teachers opted for
live/synchronous classes, mirroring the experience
of face-to-face instruction. This synchronous
approach not only emulates direct interaction, akin
to traditional learning, but also addresses concerns
about the absence of in-person contact for online
students, which has been linked to negative
experiences, [23]. Moreover, over half of the
teachers also employed recorded classes/shared
videos and asynchronous assignments/study
materials in their teaching strategies.
Fig. 4: The teaching platform
Illustrated in Figure 4, the data highlights that
approximately 72% of teachers leverage Microsoft
Teams, while 38% opt for Zoom. Microsoft Teams
is predominantly employed for synchronized
classes, whereas Zoom is commonly utilized for
office hours or teacher-parent conferences, typically
overseen by the ISD IT department. Notably,
YouTube also serves as an instructional tool, with
research indicating that the younger generation
displays significant interest in games and videos as
part of their online education experience, [16].
Fig. 5: The learning platform
Concluding with Figure 5, the survey sheds
light on the applications employed by students for
their online learning experience. Schoology serves
as a platform for instructional delivery,
communication, and progress tracking. Onedrive
facilitates access to cloud-based documents.
Skyward is harnessed for tasks such as class
scheduling, maintaining the gradebook, and
recording attendance. Microsoft Teams assumes a
role in facilitating synchronous classes.
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4.2 Learning Environment
As outlined in, [24], the widespread adoption of
online learning is influenced significantly by factors
such as internet availability, the cost of equipment
and network services, and the emergence of new
technologies. In our survey, which garnered 180
responses, it was revealed that 81.1% of participants
utilized devices they already possessed, 6.7%
acquired new devices, and 12.2% borrowed devices
from their educational institutions.
Fig. 6: The factors that interrupted online classes.
As depicted in Figure 6, the foremost factors
that interrupt online learning are network
connectivity, hardware accessibility, and a stable
supply of electricity. Notably, around 31% of
respondents encountered no difficulties throughout
their learning experience.
The correlation between parental engagement
and student performance has been well-documented
in traditional face-to-face courses. Consequently,
parental support holds the potential to positively
impact student performance in online courses as
well. However, given that our respondents primarily
comprise secondary school students aged 14 to 18,
the data reveals that 43.3% of participants indicated
that parents are minimally involved in their online
learning endeavors. Furthermore, responses
indicated that 26.7%, 14.4%, 13.3%, and 2.2%
reported increasing levels of parental involvement
ranging from moderate to heavy engagement.
Fig. 7: The learning tool difficulty
Amid the pandemic, as educational institutions
transitioned from traditional face-to-face to online
learning, our survey findings, as illustrated in Figure
7, indicate that a mere 1.1% of participants
perceived the adoption of new modern technologies
as "very difficult." Only 11.1% considered it to be
"slightly difficult," while 28.9% found it to be on
par with the familiarity of face-to-face learning. On
the other hand, 27.8% regarded the transition as
"slightly easy," and a significant 31.1%
characterized it as "very easy." In light of these
findings, it can be inferred that, at least within the
context of our survey, the introduction of new
technologies and tools does not appear to
significantly hinder online learning for high-school
students.
4.3 Learning Benefits and Obstacles
Despite online learning being the sole feasible
method of education during the pandemic, we were
curious to gauge the proportion of students who
perceived benefits from this virtual learning
environment as opposed to the traditional classroom
setting. Additionally, we aimed to uncover the
aspects of online learning that students found
enjoyable or unappealing. The inquiries we posed in
the survey during the 2020-2021 online learning
phase are as follows:
1. Did you find it easier to access teaching
materials provided by your teachers in the
online environment?
2. Did you invest more time and effort in your
online learning compared to face-to-face
classes?
3. Did you find the course content presented
by your teachers easier to understand in the
online setting compared to face-to-face
classes?
4. Were you able to communicate effectively
with your teachers/lecturers during online
learning, as compared to face-to-face
classes?
5. Did you feel more enthusiastic about
participating in class activities during online
learning, in contrast to face-to-face classes?
6. Did you typically receive quick responses
from your teachers in the online learning
environment compared to face-to-face
classes?
7. Did you believe that you had sufficient
support and resources to study effectively
from home during online learning?
8. Did you establish stronger connections with
your friends and classmates in the online
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learning environment compared to face-to-
face learning?
9. Did you feel more at ease taking online
exams or tests in comparison to face-to-face
assessments?
10. Did you perceive the workload to be heavier
throughout the school year in the online
learning environment, as opposed to face-
to-face classes?
Table 1. Survey Results for Online vs. Face-to-Face
QUESTIONS
AGREE
ABOUT THE SAME
DISAGREE
STRONGLY DISAGREE
Q1
24.4%
28.9%
27.8%
7.8%
Q2
17.8%
24.4%
36.7%
14.4%
Q3
12.2%
23.3%
38.9%
18.9%
Q4
5.6%
21.3%
51.7%
19.1%
Q5
6.7%
18%
41.6%
32.6%
Q6
6.8%
46.6%
34.1%
11.4%
Q7
31.8%
36.4%
19.3%
6.8%
Q8
4.5%
5.7%
36.4%
52.3%
Q9
22.7%
45.5%
15.9%
2.3%
Q10
3.4%
46.6%
40.9%
6.8%
The comprehensive survey outcomes have been
compiled in Table 1. For Q1, an almost equivalent
percentage of 35.6% of students found it harder
compared to 35.5% who found it easier to acquire
online teaching materials. Moving on to Q2, a
significant majority (75.5%) of students did not
perceive themselves as spending more time on
online learning. Moreover, in Q7, a substantial
73.9% of students believed they possessed adequate
support and resources for effective online studying.
Likewise, Q9 reveals that a larger contingent of
students (36.3%) expressed a preference for online
exams, as opposed to the 18.2% who did not.
Finally, in Q10, a mere 5.7% of students perceived
the workload in online learning to be more
burdensome than that in face-to-face classes.
Nevertheless, a significant 57.8% of students
perceived online learning to be more challenging in
Q3. Additionally, approximately 70.8% of students
found it more difficult to effectively communicate
with their teachers (Q4), while 45.5% indicated they
did not consistently receive prompt responses from
their teachers (Q6). Moreover, a notable 88.7% of
students expressed missing the interpersonal
interaction and bonding inherent to face-to-face
classroom experiences in Q8. Lastly, a substantial
74.2% of students displayed a preference for the
face-to-face mode of learning, as revealed in Q5.
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Fig. 8: The grade for online vs. face-to-face
Furthermore, we inquired about students'
perceptions of their grades in online learning
compared to face-to-face classes, as illustrated in
Figure 8. Remarkably, around 26% of students
believed their performance to be worse than that in
face-to-face classes, while an equal 26% felt their
performance was enhanced compared to face-to-
face. Notably, the remaining 48% of students
indicated that their performance remained consistent
across both learning modalities.
Finally, at the end of the survey, two open-ended
questions were posed without pre-defined responses:
1. Which course or subject did you find the
most challenging to learn in an online
environment during the 2020-2021
academic year?
2. Throughout 2020-2021, what aspect of
physically attending classes did you miss
the most?
In response to Q1, the three most frequently
mentioned challenging subjects were Math (38
responses), Science (34 responses), and English or
ELA (28 responses). Math and ELA were identified
as difficult to learn online due to the complexity of
certain topics, which can be challenging to grasp
without direct teacher explanations and the
opportunity to hear questions from fellow students.
Science emerged as a challenging subject due to its
experimental nature, particularly the difficulty in
conducting hands-on labs in an online setting.
Regarding Q2, nearly 95% of the 176 responses
highlighted the absence of friends, classmates,
teachers, and peers as the aspect they missed the
most about physically attending classes. This aligns
with the recognized challenges of online education,
particularly the lack of social interaction, as
highlighted by, [23], [25]. Some respondents also
mentioned elements such as school, classroom, and
organization. The isolation brought about by online
learning has taken a toll on the mental well-being of
both children and adults, leading to negative
emotions like frustration, anxiety, depression, and
boredom, [26], [27]. In fact in, [28], data from early
2021 indicates a 51% increase in emergency
department visits for suspected suicide attempts
among adolescent girls compared to the same period
in early 2019.
4.4 Suggestions for Future Online Learning
In summary, the examination of online learning
benefits and challenges reveals that most students
acknowledge its convenience, appreciating the
flexibility of learning anytime and anywhere. The
majority of students find using tools, accessing
materials, and participating in exams relatively
straightforward. However, a predominant obstacle
identified in online learning is the deficiency of
communication with peers and the delay or absence
of responses from teachers, [29]. Furthermore, the
perception that online learning is more demanding is
widespread among students. Consequently, high
school students require additional guidance to
effectively navigate their learning endeavors. By
addressing these challenges and providing targeted
support, students can optimize their online learning
experiences.
The survey outcomes underscore that enhancing
the effectiveness of online learning necessitates
collaborative efforts not only from students, but also
from policymakers, educators, and parents. Several
actionable recommendations can be drawn from
these findings:
Educational Authorities and Schools:
Educational institutions need to offer
comprehensive guidance and technical
support to students encountering technical
challenges during online learning. Providing
resources for troubleshooting technical
issues can mitigate barriers to effective
online education.
Group Learning and Peer Interaction:
Recognizing the significance of group
learning and peer interactions, online
learning platforms should be strategically
structured to facilitate communication and
collaborative learning among secondary
school students. Incorporating methods for
fostering peer engagement can enhance the
overall learning experience.
Diverse Assessment Methods: To cater to
students' preferences and strengths, schools
should offer various assessment options,
including paper-based exams. This approach
acknowledges the diverse learning styles and
examination preferences of students.
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Volume 20, 2023
Mental Health Support: In
acknowledgment of the potential mental
health impacts of prolonged online learning,
administrators and educational leaders
should consider providing access to licensed
mental health professionals. These
professionals can offer necessary support to
address mental health challenges that
students may experience due to the transition
to online learning.
By addressing these recommendations,
educational stakeholders can work collectively to
optimize the online learning experience for
secondary school students, ensuring that both the
benefits and challenges are effectively addressed.
The findings outlined above are based on the specific
survey conducted for online learning during the
COVID-19 pandemic. However, it's important to
acknowledge certain limitations in the
generalizability of these findings:
Limited Population Representativeness:
The survey's participant pool is derived from
a single city, which may not reflect the
broader diversity of experiences across
different regions, demographics, and
educational settings. The unique
circumstances of this city could influence
the responses in ways that might not apply
universally.
Context-Specific Factors: The quality of
online learning platforms, teaching
materials, and instructional methods can
vary significantly between educational
institutions. The findings might be
influenced by the unique characteristics and
strategies employed by the specific
institutions involved in the survey.
Given these limitations, while the insights from
this survey are valuable for understanding the
experiences of students in a specific context, caution
should be exercised in generalizing these findings to
broader educational landscapes. A more
comprehensive and diverse set of data from various
regions and contexts would be necessary to draw
more universally applicable conclusions about online
learning during the pandemic.
5 Conclusions
Online instruction has experienced rapid growth,
particularly with the onset of the COVID-19
pandemic in 2020. The global education landscape
saw a swift shift toward online learning, affecting
students of all levels, including secondary education,
for more than a year. It's crucial to recognize that the
primary aim of this transition was not to recreate a
perfect educational environment, but rather to
swiftly provide virtual access to students during the
crisis.
This paper presents a survey conducted in Fort
Bend and neighboring counties in Texas. The survey
aims to compare secondary school students'
experiences, conditions, and expectations in online
learning versus traditional face-to-face instruction.
The study provides insightful implications to guide
policymakers and educational institutions in
enhancing future online learning experiences for
secondary school students.
Furthermore, it's imperative to acknowledge the
adverse effects that online learning during the
pandemic has had, particularly on mental health.
Educational leaders and administrators must make
informed decisions on how to best support online
education moving forward. Balancing the benefits
and challenges of online learning will be key to
shaping its role in future education.
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DOI: 10.37394/232010.2023.20.13
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