Students’ Perceptions and Social Skills in Online and Face-to-Face Learning Among Higher Education Students

The different learning environments experienced by students may influence the way they communicate and interact with lecturers and peers. This study examined students’ perceptions of online and face-to-face learning and their social skills in both learning environments. It also examined the relationship between students’ perceptions and social skills and compared the findings between the two learning modes. A quantitative approach involved 174 students from the Faculty of Education at one university in Selangor, Malaysia. Data were obtained through a questionnaire using 5-point Likert scale and was analysed using descriptive statistics, Pearson correlation and paired-samples t-test. The results showed a higher mean score for students’ perceptions of face-to-face learning (M = 4.13) than online learning (M = 3.49). A similar result was observed for social skills, with face-to-face learning recorded a mean score of 4.01 compared to 3.73 for online learning. Students’ perceptions were significantly and positively related to their social skills in online learning (r = .338, p < .001) and face-to-face learning (r = .808, p < .001). Significant differences were also identified between the two learning modes for both students’ perceptions and social skills. Overall, the results indicate that students responded more positively to face-to-face learning, particularly related to social interaction.

online learning, face-to-face learning, social skills, students’ perceptions, higher education

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