Article: Digital transformation in higher education: tertiary students' perspectives on online learning and its implications for the future Journal: International Journal of Innovation and Learning (IJIL) 2025 Vol.37 No.5 pp.1 - 18 Abstract: This study investigated 400 Hong Kong tertiary students' experiences during a rapid transition to online learning. Through quantitative surveys, researchers examined technology access, teacher digital competency, learning environments, privacy concerns, and perceived teaching effectiveness. While most students had the necessary devices, poor internet connectivity and disruptive home environments posed challenges, especially for lower-income students. Teachers' digital skills were generally rated positively, though areas for instructional improvement were identified. Students appreciated online learning flexibility but struggled with concentration and missed face-to-face interaction. Privacy concerns regarding webcams and online security were prominent. Income levels correlated negatively with resource adequacy and environmental disruptions. The findings suggest implementing an agile-blended learning approach that combines online flexibility with in-person instruction while addressing digital equity, teacher training, and student privacy needs. The research emphasises the importance of continuous adaptation to meet evolving student needs and technological advancements in higher education. Inderscience Publishers - linking academia, business and industry through research

Title: Digital transformation in higher education: tertiary students' perspectives on online learning and its implications for the future

Authors: Jessie Ming Sin Wong; William Ko Wai Tang; Kam Cheong Li

Addresses: Hong Kong Metropolitan University, Homantin, Hong Kong ' Hong Kong Metropolitan University, Homantin, Hong Kong ' Hong Kong Metropolitan University, Homantin, Hong Kong

Abstract: This study investigated 400 Hong Kong tertiary students' experiences during a rapid transition to online learning. Through quantitative surveys, researchers examined technology access, teacher digital competency, learning environments, privacy concerns, and perceived teaching effectiveness. While most students had the necessary devices, poor internet connectivity and disruptive home environments posed challenges, especially for lower-income students. Teachers' digital skills were generally rated positively, though areas for instructional improvement were identified. Students appreciated online learning flexibility but struggled with concentration and missed face-to-face interaction. Privacy concerns regarding webcams and online security were prominent. Income levels correlated negatively with resource adequacy and environmental disruptions. The findings suggest implementing an agile-blended learning approach that combines online flexibility with in-person instruction while addressing digital equity, teacher training, and student privacy needs. The research emphasises the importance of continuous adaptation to meet evolving student needs and technological advancements in higher education.

Keywords: online learning; higher education; digital equity; student experience; agile-blended learning.

DOI: 10.1504/IJIL.2025.144600

International Journal of Innovation and Learning, 2025 Vol.37 No.5, pp.1 - 18

Received: 18 Nov 2024
Accepted: 04 Jan 2025
Published online: 23 Feb 2025 *

Title: Digital transformation in higher education: tertiary students' perspectives on online learning and its implications for the future

Keep up-to-date