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The COVID-19 pandemic’s containment measures caused an abrupt shift from in-person classes to online-only instruction. With the benefits of technology not being spread evenly, there are concerns that this shift to online learning may have exacerbated the existing digital divide. To understand the impact of this shift on university students’ educational experiences in resource-constrained contexts, this study analysed the perspectives of undergraduates in Jordan and identified any barriers to their access and utilisation of online learning. Following a mixed-methods approach, this study analysed Twitter discussion threads and semi-structured interviews conducted with students from six universities. The analysis revealed that students’ experiences were negatively impacted by 16 interdependent factors, pointing to a complex set of challenges that students have to navigate. These findings provide a deeper insight into the barriers affecting online learning and offer recommendations to guide future policy and development efforts, emphasising a more efficient and student-centred approach.

technology, pedagogy and education

A mixed-methods approach to exploring university students’ perspectives of emergency remote teaching in resource-challenged contexts: the case of Jordan