Beyond the Screen: Students' Voices on Synchronous Online Learning in Higher Education.

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Bibliographic Details
Title:	Beyond the Screen: Students' Voices on Synchronous Online Learning in Higher Education.
Authors:	Shertzer, Yonatan¹, Cohen-Nissan, Hilla¹, Rabenu, Edna², Tamir, Emanuel², Gilor, Orit³
Source:	Online Learning. Sep2026, Vol. 30 Issue 3, p77-100. 24p.
Subject Terms:	Course organization (Education), Teacher effectiveness, Educational change, Qualitative research, Psychology of students, Distance education, Soft skills, Digital platforms
Abstract:	This study explores students' perceptions of synchronous learning during a period of rapid pedagogical transformation in higher education. Triggered by a systemic shift from traditional face-to-face instruction to online formats, institutions were compelled to redesign their teaching methods, communication channels, and assessment practices. Drawing on qualitative data from 5,154 open-ended responses in Student Evaluations of Teaching (SET) across two Israeli colleges, the research investigates how students experienced and interpreted these abrupt instructional changes. Four overarching themes emerged from the analysis: (1) the development and importance of soft skills, (2) the role of course structure, (3) perceptions of instructional professionalism, and (4) the influence of the digital platform. These findings offer insights into students' adaptive responses to institutional change and contribute to the understanding of synchronous online learning as a complex pedagogical process. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	This study explores students' perceptions of synchronous learning during a period of rapid pedagogical transformation in higher education. Triggered by a systemic shift from traditional face-to-face instruction to online formats, institutions were compelled to redesign their teaching methods, communication channels, and assessment practices. Drawing on qualitative data from 5,154 open-ended responses in Student Evaluations of Teaching (SET) across two Israeli colleges, the research investigates how students experienced and interpreted these abrupt instructional changes. Four overarching themes emerged from the analysis: (1) the development and importance of soft skills, (2) the role of course structure, (3) perceptions of instructional professionalism, and (4) the influence of the digital platform. These findings offer insights into students' adaptive responses to institutional change and contribute to the understanding of synchronous online learning as a complex pedagogical process. [ABSTRACT FROM AUTHOR]
ISSN:	24725749
DOI:	10.24059/olj.v30i3.5374