Research in the International Journal of Innovation and Learning has looked at the rapid transition to online learning at Hong Kong’s tertiary institutions. The study sheds new light on the problems and opportunities presented by digital education and reveals that students from lower-income households face particular challenges.
Jessie Ming Sin Wong, William Ko Wai Tang, and Kam Cheong Li of Hong Kong Metropolitan University in Homantin surveyed 400 students in higher education to uncover what factors, such as access to technology, educator competency, learning environments, and privacy concerns, influenced the student experience.
One of the most striking findings is the disparity in the ability of different students to access and benefit from online learning. While most participants had the necessary devices, issues such as poor internet connectivity and disruptive home environments emerged as significant barriers to effective learning, particularly for students from lower-income families. These students were more likely to experience problems that hindered their academic performance. Many students noted that while they valued the flexibility of online classes, they struggled to maintain focus without the structure of in-person teaching. Social interaction, a key component of traditional classrooms, was another missing element that students cited as negatively impacting their overall learning experience.
Nevertheless, the team found that most students surveyed found that their instructors were reasonably proficient with the digital tools required for online teaching. Concerns about privacy were, however, often mentioned. Students expressed unease about the use of webcams and the security of their online interactions, particularly regarding data privacy. This finding underscores the need for institutions to not only address educational quality but also ensure that student privacy is protected.
The team suggests that a hybrid or agile-blended learning model, one that combines online education with in-person sessions, would give students more balance in their learning. This approach would allow universities to take advantage of the flexibility of online learning while also providing face-to-face interaction.
Wong, J.M.S., Tang, W.K.W. and Li, K.C. (2025) ‘Digital transformation in higher education: tertiary students’ perspectives on online learning and its implications for the future‘, Int. J. Innovation and Learning, Vol. 37, No. 5, pp.1-18.