*4.1.2 Perceptions of digital learning in ESL*

Although it was predicted that there would likely be a high degree of the experiential effect associated with the online learning experience for these ESL students, **Figure 11** highlights the high level of congruity between the pre and post-online learning perceptions. The mean response for pre-COVID-19 attitudes towards online ESL was 3.31 (SD = 0.836), whilst after the courses migrated online, the mean attitude was 3.27 (SD = 0.916), a slightly lower perception.

#### **Figure 11.**

*Student attitudes towards online learning before/after COVID-19.*


#### **Figure 12.**

*One-way ANOVA test of statistical significance attitude.*

*A Review of Digital Learning and ESL Online Classroom Experience in Higher Education DOI: http://dx.doi.org/10.5772/intechopen.107998*

**Figure 13.** *Perceptions of effectiveness of online learning before/after COVID-19.*

The one-way ANOVA test results revealed that there were several statistically significant relationships between four of the independent variables and these two dependent prompts (see **Figure 12**). In terms of gender, the evidence indicated that prior to the COVID-19 pandemic around 16.5% of female participants and 9.8% of male participants were not at all or not very interested in online learning. Following the shift to online learning, 20.7% of male participants and around 17.6% of female participants were not at all or not very interested in online learning. Although small, this shift continued in relation to programme of enrolment, whereby higher level (e.g. Bachelor's, Master's) learners were more likely to be interested in online learning before COVID-19, but less likely to remain interested after their online experiences. The relationship with the number of classmates was statistically indistinguishable via crosstabular analysis with one shift in perceptions cancelling out the others. However, where individuals who identified as technological natives were most likely to be interested in online learning prior to COVID-19, a larger number of 'not sure' participants migrated towards a positive orientation, likely gaining confidence from their experiences.

**Figure 13** presents the results of four prompts related to the perceived effectiveness of online learning before and after COVID-19. Similar to the responses to the prompts in **Figure 11**, there was a high level of congruity between the two periods of response with the mean effectiveness of the online learning environment before COVID-19 identified as 3.03 (SD = 0.911) and the assessment of the effectiveness of online teaching after COVID-19 was 3.20 (SD = 0.884) after COVID-19. From an assessment perspective, the mean effectiveness before COVID-19 was 3.08 (SD = 0.886) and after COVID-19 it increased to 3.22 (SD = 0.859).

The ANOVA test (**Figure 14**) revealed a similar range of statistically significant relationships between four core independent variables and these targeted prompts. Prior to COVID-19, 33.2% of the male participants and 23.5% of the female participants felt that online learning was not effective. However, after COVID-19, 22.8% of the male participants and just 15.3% of the female participants felt that the online


#### **Figure 14.**

*One way ANOVA test of statistical significance effectiveness.*

assessment programmes were not effective. Prior to COVID-19, 20.7% of the male participants and 25.9% of the female participants felt that online teaching would not be effective. After COVID-19, whilst the male participants stayed relatively the same with 21.4%, just 15.3% of the female participants felt that the teaching was not effective, a substantial improvement over predictions. From a programme perspective, Master's degree and to a lesser degree, Bachelor's candidates did not find online assessments or teaching to be as effective as those in lower-level programmes. There was an experiential shift in these findings, where the optimism for both higher-level graduate degree programmes was erased and effectiveness was not perceived at these higher levels. Whereas statistical significance in relation to classmates could not be explicitly defined, when assessed via crosstabular comparison, technological natives were most likely to find online teaching and assessment effective, whilst immigrants were the least likely, suggesting an experiential advantage for technological natives.

The study involved data collection from 1062 student respondents; a relevant sample size in representing the whole Hong Kong student population. About 98% of the respondents belong to the ages ranging from 18 to 30 years. While the figure might illustrate the overall age distribution of Hong Kong-based students, it might also slightly reveal different age groups' perceptions. The same conclusion can be observed from the respondents' programmes with 97% undertaking degree or lower programmes and just 3% undertaking masters or a higher level. The figures are effective in projecting future perceptions as a significant number of respondents will likely undertake higher programmes after the pandemic.

Contemporary technology adoption was viewed as a minor challenge with just 10% claiming to be technological immigrants during the pandemic. 71% were confident of their technological experience while the rest 19% that claimed to be uncertain of their technological status could gradually settle on either side from experience. The study revealed an average of 2–3 contact hours of online learning compared to an average of 4–5 during face-time learning. While the slight time difference can be rendered insignificant since some students experienced on average the same kind of contact hours in previous face-time learning, most of the respondents claimed to miss the social experience of a classroom setup. The perception proves students' reluctance to adopt online learning as a solo education delivery system but rather in conjunction with face-time learning. For most Hong Kong students, learning space was less of a challenge during online learning with about just 14% utilising public spaces. However, the 86% that enjoyed privacy privilege lacked social interactions essential in the former face-time setup. Consecutively, only 41.8% were confident of their learning spaces' adequacy with the majority utilising

#### *A Review of Digital Learning and ESL Online Classroom Experience in Higher Education DOI: http://dx.doi.org/10.5772/intechopen.107998*

public places followed by private and semi-private in that order. In search of ideal learning spaces, over 48% had shifted spaces with more than 90% of those having moved more than twice. After the pandemic, public online learning places are seemingly ideal to support the education mode in the long term. The migration is also proof of students' keenness towards the adoption of digital pedagogy in the education system.

A total of 61% of the respondents already owned the necessary equipment to facilitate online learning prior to face-time learning suspension. Of the remaining 39%, the students and their families facilitated the purchase of required equipment with little assistance from the institutions. From the figures, students have proven to orient themselves into digital citizens, a factor necessary for online learning implementation. Despite institutions withholding support in the purchase of equipment, most students agreed that they were handling their part in delivery effectively. The ANOVA test proved a considerable shift in the perceived effectiveness of online learning from the pre-COVID to post-COVID era. The shift might be caused by the forced face-time learning suspension or the result of online experiences so far. Nonetheless, the shift can be utilised as a basis for online learning persistence after the re-adoption of face time ESL learning.
