Virtual classroom learning: A boon during insecurity among university undergraduates

Abstract

A virtual classroom replicates many features of a traditional classroom in an online environment, enabling real-time interaction, collaborative activities, and digital learning experiences. This study investigates undergraduate students’ awareness and usage of virtual classrooms, addressing the limited empirical evidence on their adoption in higher education. Using a descriptive survey design, data were collected from 250 undergraduates selected through cluster and simple random sampling. A researcher-developed questionnaire was validated for content and face validity, with acceptable reliability coefficients for awareness, impact, and challenges. Data analysis involved descriptive statistics for research questions and Pearson Product-Moment Correlation for hypothesis testing. Findings revealed that students were aware of the benefits of virtual classroom learning but faced challenges that hindered consistent use. A strong positive correlation was found between the perceived impact and actual usage of virtual classrooms. The study recommends the provision of adequate virtual classroom facilities and regular capacity-building initiatives for students and lecturers to enhance adoption and effective utilization.

Keywords:  Higher education; online learning; student awareness; virtual classroom