Exploring the Impact of Online Education on Higher Education Students' Learning Experience in Australia

Yichun Meng

doi:10.71222/5qdq5b57

Authors

Yichun Meng Faculty of education, Monash University, Melbourne, Australia Author

DOI:

https://doi.org/10.71222/5qdq5b57

Keywords:

online education, higher education, student learning experience, digital infrastructure, teacher adaptation

Abstract

This paper explores the impact of online education on the learning experiences of higher education students in Australia, especially in the wake of the COVID-19 pandemic. It investigates how the shift to digital platforms has influenced educational outcomes, student engagement, and institutional practices. Drawing from both media discourse and scholarly literature, the study examines two central factors: technological infrastructure and the evolving role of online educators. While online platforms offer flexibility, accessibility, and digital skill development, they also present challenges such as lack of social connection, unequal access, and insufficient pedagogical adaptation. Teachers face a steep learning curve in adapting traditional methods to virtual environments, and students often struggle with isolation and reduced motivation. The analysis highlights both the potential and limitations of online education, suggesting that blended learning and improved teacher training may help bridge existing gaps. Finally, the study emphasizes the importance of institutional support, personalized teaching strategies, and student self-regulation in enhancing the overall online learning experience. By addressing these interconnected challenges, Australian universities can better support their students in an increasingly digital educational landscape.

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