The Impact of De-Transitioning from a Fully Online to a Physical Learning Environment on the Students’ Academic Behavior and Their Identities

Abstract

The effects of COVID - 19 pandemic have been felt around the globe irrespective of the geographical locations and the populace. The education sector too has faced immense challenges due to the sudden shift to online teaching in terms of resources and knowledge sharing. This study, however, focuses on the next wave of the shift; from online back to physical teaching and explores how this has impacted the students in terms of their academic behavior, social relationships, and academic performance. Data was collected from 120 students in the form of identity portraits, semi-structured interviews from three lecturers and from the administration to ascertain the students’ academic performance. Thematic multi modal discourse analysis revealed that the perceptions of the lecturers on students’ academic performance and behaviour contradicts what students perceived about themselves. Though the students were enthusiastic about returning to physical learning, the lecturers’ expectations were not met. The results shed light on the challenges faced in the return to traditional classroom learning and recommend improved understanding among the stakeholders.