The rapid transition to online teaching and learning, precipitated by the COVID-19 pandemic, has significantly altered the educational landscape. Educational institutions worldwide had to swiftly adapt to remote learning environments, utilizing various online platforms and tools to continue delivering instruction. This sudden shift has highlighted both the potential and the challenges of online education. While online teaching offers flexibility and accessibility, it also poses issues related to engagement, interaction, and technological proficiency. Understanding the effectiveness of different online teaching strategies and the perspectives of both educators and students is crucial for improving online education and preparing for future educational disruptions.

Despite the widespread implementation of online teaching, there remains a lack of comprehensive understanding of which strategies are most effective and how these strategies are perceived by both lecturers and students. The rapid shift to online learning has also exposed significant gaps in technological proficiency among educators and inconsistencies in the use of online platforms. Additionally, there is an ongoing debate about the future of online education and the potential for integrating advanced technologies such as artificial intelligence (AI) to enhance learning experiences.

The central research question guiding this study is: “What are the experiences and perspectives of lecturers and students regarding online teaching and learning, and what strategies can be developed for its future improvement?”

To address this research question, the study aims to:

1. Explore the effectiveness of current strategies in online teaching and learning: Gather detailed insights into the experiences of lecturers and students with various online teaching methods and tools.
2. Identify successful strategies and areas for improvement: Determine which strategies are perceived as most effective by both lecturers and students and highlight areas that need enhancement.
3. Gather perspectives on the future development of online teaching and learning: Understand the suggestions and expectations of lecturers and students for future online education, including the integration of advanced technologies.
4. Assess overall attitudes towards online teaching and learning: Evaluate the general sentiment of lecturers and students regarding online education to identify factors contributing to positive or negative attitudes.

This research is significant for several reasons:

• Practical Implications: By identifying effective strategies and areas for improvement, the study can inform best practices in online teaching and contribute to the development of more effective, engaging, and accessible online courses.
• Policy and Training: The findings can guide educational institutions in providing better support and training for lecturers to enhance their technological proficiency and improve the overall quality of online education.
• Future Preparedness: Understanding the perspectives of both lecturers and students on the future of online education can help institutions prepare for ongoing and future shifts in the educational landscape, including the potential integration of advanced technologies.

While there is extensive literature on online teaching and learning, much of it focuses on either the perspectives of educators or students in isolation. There is a lack of comprehensive studies that compare and contrast the views of both groups within the same institutional context. Furthermore, the rapid transition to online learning during the pandemic presents unique challenges and opportunities that have not been fully explored. This study seeks to fill these gaps by providing a holistic understanding of the experiences and perspectives of both lecturers and students at The University of Manchester.

To address the research question and objectives, the study employed a qualitative research design, utilizing focus group discussions with lecturers and students. This approach allowed for in-depth exploration of participants’ experiences and perspectives, facilitating a rich understanding of the complexities of online teaching and learning. Thematic analysis was used to identify key themes and patterns in the data, providing insights into effective strategies and areas for future development.

The field of online teaching and learning has grown significantly, especially in the wake of the COVID-19 pandemic, which forced educational institutions worldwide to rapidly transition to remote learning. The literature on this topic covers various aspects, including the effectiveness of different online teaching strategies, student engagement and interaction, technological challenges, and the future of online education.

Effectiveness of Online Teaching Strategies Research indicates that the effectiveness of online teaching largely depends on the methods and tools used. Interactive elements, such as discussion boards, real-time polls, and collaborative projects, are often highlighted as effective strategies for maintaining student engagement (Bernard et al., 2009; Hrastinski, 2009). Asynchronous learning, in online teaching and learning, refers to a flexible, self-paced mode of instruction where students engage with course materials and complete activities on their own schedule. Good practice in asynchronous learning involves creating a well-structured course that supports independent learning, provides clear instructions and timely feedback, and fosters engagement and interaction despite the lack of real-time communication. While asynchronous learning has been praised for its flexibility (Means et al., 2013), concerns have been raised about the potential for reduced interaction and the quality of asynchronous content (Garrison & Cleveland-Innes, 2005).

Student Engagement and Interaction Engagement is a critical factor in online learning success. Studies have shown that student engagement can be enhanced through the use of multimedia, interactive tools, and opportunities for peer interaction (Kuh, 2003; Anderson, 2003). The role of the instructor in facilitating engagement through timely feedback and active participation in discussions is also emphasized (Swan, 2001).

Technological Challenges Technological proficiency among educators is a significant factor in the success of online teaching. Research highlights that many educators face challenges in adapting to new technologies, which can hinder the effectiveness of online education (Koehler & Mishra, 2005). The need for ongoing professional development and technical support for educators is well-documented (Lawless & Pellegrino, 2007).

Future of Online Education The future of online education is a topic of considerable debate. While some scholars argue that online education will become increasingly integrated into traditional education systems, others caution against over-reliance on technology (Allen & Seaman, 2016; Selwyn, 2016). Emerging technologies, such as artificial intelligence and virtual reality, are seen as potential game-changers in the field (Luckin et al., 2016).

The existing literature provides a comprehensive understanding of the key elements that contribute to the success of online teaching and learning. Interactive and engaging content, flexibility, and the role of the instructor are consistently highlighted as critical factors. However, several gaps and debates remain.

Engagement and Interaction While the importance of engagement is well-recognized, there is ongoing debate about the best ways to achieve it. Some researchers advocate for synchronous elements to increase real-time interaction (Hrastinski, 2009), while others argue for the benefits of asynchronous learning in providing flexibility (Means et al., 2013). The balance between these two modes of delivery remains a key challenge.

Technological Proficiency The literature consistently identifies technological proficiency as a barrier to effective online teaching (Koehler & Mishra, 2005). However, there is limited research on the specific types of training and support that are most effective in improving educators’ technological skills. This gap suggests a need for more targeted studies on professional development for online teaching.

Future Developments The potential of emerging technologies to transform online education is widely acknowledged (Luckin et al., 2016). However, there is a lack of empirical research on the practical implementation and impact of these technologies in real-world educational settings. This gap indicates a need for studies that explore the use of AI, VR, and other advanced technologies in online education.

Despite the extensive research on online teaching and learning, there are several gaps that the current study seeks to address:

1. Practical Insights from Both Educators and Students:
   • Much of the existing literature focuses on either educators’ or students’ perspectives in isolation. This study aims to provide a comprehensive understanding by comparing and contrasting the views of both groups.
2. Specific Challenges and Solutions in a Post-Pandemic Context:
   • The rapid transition to online learning during the COVID-19 pandemic presents unique challenges and opportunities. This study explores the specific strategies that have worked well and areas that need improvement in this new context.
3. Future Directions and Technological Integration:
   • While the potential of advanced technologies is acknowledged, there is limited empirical research on their practical application. This study aims to gather insights on how lecturers and students envision the future development of online teaching and learning, including the integration of new technologies.

This study utilized a qualitative research design, employing focus group discussions to gather detailed insights into the experiences and perspectives of lecturers and students regarding online teaching and learning. The focus group approach was selected to facilitate interactive discussions and capture a diverse range of views from participants.

Lecturers’ Focus Group:

• Participants: Four lecturers from The University of Manchester participated in the focus group. The group was comprised of lecturers from different departments to ensure a variety of experiences with online teaching.
• Additional Participants: The focus group included a chair, who moderated the discussion, and a student partner who assisted in facilitating the session.
• Selection Criteria: Lecturers were chosen based on their involvement in online teaching during the academic year. Efforts were made to include participants with varied levels of experience and from different academic disciplines.

Students’ Focus Group:

• Participants: Eight students from The University of Manchester took part in the focus group. The students represented a range of disciplines and levels of study to provide a comprehensive view of student experiences.
• Additional Participants: The focus group was moderated by the same chair as the lecturers’ group, with assistance from the student partner who interacted closely with the student participants.
• Selection Criteria: Students were selected to ensure a mix of undergraduate and postgraduate participants from various departments.

Data were collected through semi-structured focus group discussions conducted separately for lecturers and students. Each focus group session lasted approximately 90 minutes and was held via a secure video conferencing platform to facilitate participation and ensure convenience.

Discussion Guide: The semi-structured discussion guide included the following key questions for both Lecturers and Students:

• What experiences do you have, or you have seen or heard about elsewhere, of strategies that work well for online teaching and learning?
• What strategies do you foresee for the future development of online teaching and learning?

The sessions were audio-recorded with participants’ consent and transcribed verbatim for analysis. Field notes were also taken by the moderators to capture non-verbal cues and the overall dynamics of the discussions.

Thematic analysis was used to analyze the focus group transcripts. The analysis process included the following steps:

1. Familiarization: The researcher read the transcripts multiple times to become deeply familiar with the data.
2. Coding: Initial coding was conducted to identify significant statements and recurring themes related to the research questions. Twelve primary codes were developed based on these patterns.
3. Theme Development: Codes were grouped into broader themes that encapsulated the main ideas and patterns emerging from the data.
4. Reviewing Themes: Themes were reviewed and refined to ensure they accurately reflected the data and provided a coherent narrative.
5. Defining and Naming Themes: Each theme was clearly defined and named to succinctly capture its essence.
6. Comparative Analysis: A comparative analysis was conducted to identify areas of alignment and divergence between the responses of lecturers and students.

Ethical approval for the study was obtained from the university’s research ethics committee. Participants were provided with an information sheet detailing the study’s purpose, procedures, and their rights. Informed consent was obtained from all participants prior to the focus groups. Confidentiality and anonymity were maintained by using pseudonyms in the transcripts and ensuring that all data were securely stored and accessible only to the research team.

The study’s findings are specific to the context The University of Manchester and may not be generalizable to other institutions or contexts. Additionally, the focus group format may have resulted in some participants dominating the conversation, despite efforts by the moderators to encourage balanced participation.

1. Engagement and Interaction:
   • Both lecturers and students emphasized the importance of interactive and engaging online content. Tools like Blackboard Collaborate, JamBoard, and Piazza were highlighted as effective for fostering interaction.
   • Students particularly valued anonymity in online platforms, which increased their willingness to participate.
2. Flexibility and Accessibility:
   • Asynchronous learning was appreciated by both groups for its flexibility, but there were concerns about the quality and accessibility of such content, particularly regarding automatic transcription accuracy.
3. Clear Structure and Organization:
   • Clear organization and consistency in using online platforms across courses were deemed crucial. Both groups identified the need for well-structured course materials and consistent use of platforms to avoid confusion.
4. Feedback and Assessment:
   • Continuous feedback and transparent assessment criteria were highlighted as essential. Students valued formative assessments like quizzes, while lecturers stressed the importance of providing detailed feedback.
5. Technological Proficiency of Lecturers:
   • There was a noticeable gap in the technological proficiency of lecturers, which affected the delivery of online teaching. Students and some lecturers themselves pointed out the need for better training and support for lecturers in using online tools effectively.
6. Hybrid Learning Preferences:
   • Both groups saw the value in a hybrid approach that combines online and in-person learning, leveraging the strengths of each mode. Students particularly stressed the need for in-person activities to complement online learning for better knowledge retention.
7. Future Technological Integration:
   • Advanced technologies like AI (e.g., ChatGPT) were seen as potential enhancers of online learning, providing interactive and personalized learning experiences.

The findings from the focus groups with lecturers and students provide valuable insights into the current state of online teaching and learning, as well as potential directions for future development. The analysis reveals several key themes that are significant for understanding effective online education strategies and the attitudes of both groups towards online learning.

1. Engagement and Interaction

   Both lecturers and students highlighted the crucial role of interactive and engaging online content. Lecturers shared various methods they used to foster engagement, such as chat boxes and discussion boards. They also noted the effectiveness of informal group chats like WhatsApp, which seemed to enhance student interaction better than formal discussion boards. However, it is important to acknowledge that using WhatsApp excludes students from China, where the platform is blocked, and may also lead to malpractice unless a member of staff is included in the group to oversee interactions. Students supported these views, praising tools like Blackboard Collaborate, JamBoard, and Piazza for making online sessions more engaging and participatory.

   This shared sentiment underscores the need for educational institutions to invest in these interactive technologies. However, the discussions revealed varying levels of expertise among lecturers in effectively using these tools. While some lecturers showed adaptability and innovation, others struggled with seamless integration, pointing to a need for professional development that focuses on the pedagogical application of technology in online education. By investing in continuous professional development that emphasizes the pedagogical use of technology, institutions can help lecturers create more interactive and engaging online learning environments. Practical workshops and support systems are essential to developing and refining these skills.

2. Flexibility and Accessibility

   The flexibility of asynchronous learning was appreciated by both groups, but there were concerns about the quality and accessibility of such content. Lecturers talked about the importance of breaking down material into small, manageable chunks and ensuring that all asynchronous content is accessible to students, including those with disabilities. Students valued the convenience of asynchronous lectures but highlighted issues with automatic transcription accuracy, which can hinder accessibility.

   While some lecturers showed a strong awareness of accessibility needs, others lacked the skills or knowledge to ensure their content met accessibility standards. Institutions need to ensure that asynchronous content is not only flexible but also high quality and accessible. This includes accurate transcription services and clear, concise presentation of materials. Providing training and resources to lecturers on creating accessible content is crucial. Workshops on accessibility standards and best practices for developing asynchronous materials that cater to all students, including those with disabilities, should be offered.

3. Clear Structure and Organization

   Clear organization and consistency in using online platforms were highlighted as crucial by both groups. Lecturers emphasized the need for providing clear instructions and well-structured content to help students navigate online learning effectively. Students pointed out the confusion caused by different courses using various platforms and the lack of organization within these platforms.

   The ability of lecturers to create well-organized and structured content is a critical aspect of their pedagogical expertise. While some lecturers excelled in providing clear, well-organized course materials, others struggled with consistency and clarity. This inconsistency can significantly impact students’ ability to follow and engage with the course content. Educational institutions should standardize the use of online platforms to reduce confusion and enhance the student learning experience. Training programs should focus on developing lecturers’ skills in organizing and structuring online content effectively. Providing templates and examples of well-organized courses can also help lecturers improve their course design.

4. Feedback and Assessment

   Both groups underscored the importance of continuous feedback and transparent assessment criteria for maintaining student motivation and engagement. Lecturers recognized the need to provide detailed feedback and opportunities for self-assessment and peer feedback. Students appreciated formative assessments like quizzes, which helped reinforce learning and provided immediate feedback on their progress.

   However, there were discrepancies in the quality and timeliness of feedback provided by lecturers, affecting students’ learning experiences and outcomes. Institutions should emphasize the importance of regular and detailed feedback in their training programs for lecturers. Implementing more formative assessments can help students track their progress and stay motivated. Training on effective feedback techniques and the use of assessment tools can enhance lecturers’ ability to support student learning.

5. Technological Proficiency of Lecturers

   The technological proficiency of lecturers varied significantly, affecting the delivery of online teaching. Some lecturers acknowledged their challenges with using certain technologies effectively. Students also noticed variability in lecturers’ proficiency, impacting the effectiveness of online sessions.

   While some lecturers demonstrated high competence with online tools, others struggled, suggesting that technological proficiency should be a fundamental component of professional development for educators. Providing ongoing professional development and technical support for lecturers is crucial. This can include workshops, tutorials, and one-on-one support to ensure lecturers are comfortable and proficient with the technologies they are required to use. Institutions should also consider offering certification programs in educational technology to ensure all lecturers meet a baseline level of proficiency.

6. Hybrid Learning Preferences

   Both groups saw the value in a hybrid approach that combines online and in-person learning, leveraging the strengths of each mode. Lecturers discussed the benefits of hybrid models for providing flexibility and accommodating diverse learner needs. Students stressed the need for in-person activities to complement online learning for better knowledge retention and engagement.

   Some lecturers showed a strong understanding of balancing online and in-person elements to maximize learning outcomes, but successful integration requires both pedagogical skill and institutional support. Developing hybrid learning models that effectively combine online and in-person elements can address the diverse needs of students and enhance overall learning outcomes. Institutions should explore different hybrid models and provide the necessary resources and training to implement them successfully. Collaboration between departments to share best practices and resources can also enhance the effectiveness of hybrid learning.

7. Future Technological Integration

   Both groups showed interest in integrating advanced technologies like AI (e.g., ChatGPT) to enhance online learning, offering interactive and personalized learning experiences. Lecturers were particularly interested in these technologies to improve student engagement and learning outcomes. Students also expressed enthusiasm for these technologies, seeing their potential to make learning more interactive and engaging.

   This interest reflects a forward-thinking approach among lecturers, demonstrating their willingness to explore new methods to enhance teaching and learning. However, successful integration requires not only enthusiasm but also a deep understanding of the pedagogical implications and practical applications of these technologies. Institutions should explore the potential of advanced technologies like AI in online education. Pilot programs and research initiatives can help determine the effectiveness of these technologies and identify best practices for their implementation. Training programs should include modules on the pedagogical use of AI and other advanced technologies to ensure lecturers can leverage these tools effectively.

The findings directly address the research questions by providing a comprehensive understanding of current effective strategies, future development needs, and attitudes towards online teaching and learning.

1. Effective Strategies
   • Interactive tools and clear, well-organized content are crucial for effective online learning. Flexibility through asynchronous learning is valued but must be complemented by high-quality, accessible content.
2. Future Development
   • There is a need for a balanced hybrid model that integrates the best aspects of online and in-person learning. Advanced technologies like AI should be explored further for their potential to enhance interactivity and provide personalized learning experiences. For example, AI can be used to create adaptive learning platforms that adjust the difficulty of tasks based on individual student performance, offer personalized feedback, and recommend resources tailored to each student’s learning pace and style. Additionally, AI-powered tools can assist in monitoring student progress and identifying areas where extra support may be needed, thus enabling more targeted and effective interventions.
3. Attitudes Towards Online Learning
   • Both lecturers and students have a generally positive attitude towards online learning, though they recognize significant areas for improvement, particularly in terms of technology use and the need for a balanced hybrid approach.

The study’s findings have several implications for the field of online education:

1. Policy and Practice
   • Educational institutions should invest in training for lecturers to improve their technological proficiency. Institutions should aim for consistency in the use of online platforms across courses to enhance the student experience.
2. Technology Integration
   • Further exploration and integration of AI technologies in online learning can provide more interactive and personalized learning experiences. Tools that enhance interaction and engagement should be prioritized in the design of online courses.
3. Hybrid Learning Models
   • Developing hybrid learning models that effectively combine online and in-person elements can address the diverse needs of students and enhance overall learning outcomes.

1. Generalizability
   • The findings are specific to The University of Manchester and may not be applicable to other institutions or contexts.
2. Participant Bias
   • The focus group format may have resulted in some participants dominating the discussion, potentially skewing the findings despite efforts to ensure balanced participation.
3. Depth of Data
   • While focus groups provide rich qualitative data, they may not capture the full range of experiences and perspectives. Additional methods, such as surveys or individual interviews, could provide more comprehensive insights.

1. Broader Contexts
   • Future research should include multiple institutions from different regions and educational contexts to enhance the generalizability of findings.
2. Longitudinal Studies
   • Longitudinal studies could track changes in attitudes and effectiveness of online learning strategies over time, particularly as technology evolves.
3. Quantitative Measures
   • Incorporating quantitative measures, such as surveys with larger sample sizes, could complement the qualitative findings and provide a more robust understanding of the effectiveness of online teaching strategies.
4. Technology Efficacy
   • Further research into the efficacy of advanced technologies like AI in online learning environments could provide insights into their potential benefits and limitations.

The study explored the experiences and perspectives of lecturers and students at The University of Manchester regarding online teaching and learning. The key findings include:

1. Engagement and Interaction
   • Both groups emphasized the importance of interactive tools and methods to foster engagement. Tools like Blackboard Collaborate, JamBoard, and Piazza were particularly effective.
2. Flexibility and Accessibility
   • Asynchronous learning is valued for its flexibility, though there are concerns about the quality and accessibility of content, especially regarding automatic transcription accuracy.
3. Clear Structure and Organization
   • Clear organization and consistency in using online platforms across courses are crucial for effective online learning. Both groups highlighted the need for well-structured course materials.
4. Feedback and Assessment
   • Continuous feedback and transparent assessment criteria are essential. Students appreciate formative assessments like quizzes, and lecturers emphasize the importance of detailed feedback.
5. Technological Proficiency of Lecturers
   • A gap in technological proficiency among lecturers affects the delivery of online teaching. Better training and support for lecturers are needed.
6. Hybrid Learning Preferences
   • Both groups see the value in a hybrid approach that combines online and in-person learning, leveraging the strengths of each mode. Students particularly stress the need for in-person activities to complement online learning.
7. Future Technological Integration
   • Advanced technologies like AI (e.g., ChatGPT) are viewed as potential enhancers of online learning, offering interactive and personalized experiences.

This study provides valuable insights into the current practices and future potential of online teaching and learning from the perspectives of both lecturers and students. The findings highlight the importance of engagement, flexibility, clear organization, and effective feedback in creating a successful online learning environment. The research also underscores the need for better technological training for lecturers and the potential benefits of integrating advanced technologies like AI into online education.

The significance of this research lies in its potential to inform policy and practice within educational institutions. By understanding the experiences and preferences of both lecturers and students, universities can develop more effective and student-centered online teaching strategies. Additionally, the findings contribute to the broader field of online education by identifying key areas for improvement and innovation.

Future research should expand on these findings by including diverse educational contexts and employing mixed-methods approaches to provide a more comprehensive understanding of online teaching and learning. Ultimately, this research paves the way for more effective, engaging, and inclusive online education practices that can meet the evolving needs of students and educators.