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COVID-19 has imposed changes to the educational system shifting from conventional classroom setting to online learning. Assessing students’ proficiency with technology and expectations for online learning are vital for their success. Hence, this study explores the perceived proficiency with technology and online learning expectations of graduate students employing descriptive-correlational design. The study utilized survey questionnaires to examine their proficiency with technology and expectations for online instructor, course content, social interaction and course navigation. The findings suggest that the graduate students are proficient with technology. Likewise, the data gathered revealed that students have a very high expectations for online instructor, course content and social interaction. In addition, there is a moderately high expectation as to course navigation. Moreover, a significant relationship exists between proficiency with technology and online expectations of graduate students. Bridging the gap between students’ expectations and the actual experiences offered to them play a crucial role in ensuring that teaching and learning outcomes are achieved. Intensive understanding and awareness of their expectations could aid higher educational institutions in planning, designing and modifying online courses that responds to students’ needs. It is recommended that the sources of expectations be further explored. |
