A Study On Student Perspectives In Online Media Learning Environments

Abstract

The fast-paced digital transformation of higher education during the COVID-19 pandemic compelled institutions globally to transition from traditional face-to-face instruction to online learning environments. This paper critically examines the pedagogical practices adopted in online higher education for media and communication disciplines, focusing on their effects on student learning and skill development. Through a descriptive study employing student surveys from seven Indian institutions (NMIMS, Pearl Academy, Manipal University, SRM University, Handique College (Guwahati) and UPES, Dehradun), the research explores the efficacy of teaching strategies—including synchronous and asynchronous modalities, student-centered approaches, multimedia integration, and innovative practical training. Findings indicate that while cognitive learning outcomes (e.g., theoretical understanding, critical thinking, digital literacy) were generally preserved or even enhanced through interactive tools and asynchronous content (Bond et al., 2021; Koh & Daniel, 2022), the hands-on media production skills—such as photography, video editing, studio work, and live reporting—have beeb significantly compromised in most cases (Tripathi et al., 2022).

However, it is pertinent to note that the shift has led to improvements and innovations such as increased faculty engagement with digital tools, growth in industry-linked assessments, and more inclusive participation opportunities through online discussion forums (Broadbent et al., 2023). Students also reported gains in metacognitive competencies such as time management, self-directed learning, and online collaboration—skills directly aligned with industry expectations in a digitally evolving media landscape (Hurajová et al., 2022; Singh et al., 2021).

There were significant disparities in digital access and training, particularly in India, where infrastructural limitations impeded the uniform implementation of effective online pedagogy (Jena, 2020; Goswami et al., 2021). Faculty adaptation was uneven, influenced by technological fluency and institutional support. Students’ satisfaction levels were found to be higher in blended models, which allowed the flexibility of online learning while reinstating hands-on experience and peer interaction (Bismala, 2021; Ngo et al., 2021).

The study recommends the adoption of hybrid learning ecosystems that integrate online theoretical instruction with structured in-person practical components, ensuring balanced skill development. It further calls for investment in faculty training, equitable access to digital resources, and stronger academia-industry collaboration to bridge skill gaps. As media and communication industries increasingly shift toward remote content creation and digital-first workflows, graduates with a blend of cognitive resilience and digital agility are poised to meet evolving professional demands.