Impact of Online Teaching on Students’ Aptitude Regarding Comprehension and Cognition Process at Higher Education Level

Abstract

Online education can give access to hundreds of qualities, accredited resources and provide a platform to understand individual attributes. In online instructions, there is minimal physical interaction between students and teachers. Because of this, many students don’t pay attention to digital tasks and online classroom sessions. On the other hand, online teaching is becoming a feasible instructional strategy at all levels of education. This research purpose is to identify the impact of online teaching on students’ comprehension and cognition process at a higher educational level. The survey was conducted by 400 students at different universities in Karachi. A structured questionnaire was created as a research tool for data collection. Descriptive analyses were utilized to find out the results. According to most of the students, they do not take a personal interest in online teaching. Although they have all the facilities, such as having access to safe resources provided by the teachers, easy access to contact the teachers, easy access to the network and device, they still do not give importance to online teaching. Furthermore, it was generally assumed that online teaching does not provide a better understanding of the students. However, this research discovered that online teaching has positive impacts on the students in terms of comprehension and cognition. Students can easily comprehend the knowledge provided by digital resources in online teaching, if some concepts are not clear, they can be searched simultaneously or later, which develops a sense of self-discipline or accountability that supports them in problem-solving. Moreover, it has been observed that different pedagogies or learning technologies should be used to grab the students' attention towards online learning process.

Keywords: Online teaching, Comprehension, Cognition, Higher Education