Investigating the Impact of Barriers on Perceptions of Online Learning for Maritime English Cadets

Abstract

When the COVID-19 pandemic spread rapidly, teaching and learning had to abruptly shift from face-to-face to online. This research investigates the relationship between barriers and perceptions of online learning during the COVID-19 pandemic in a specific study on oral English communication. To explore the impact of barriers on perceptions of online learning, this mixed-method design research employs both qualitative and quantitative approaches. A sample of 248 cadets was utilized to determine the general relationship between barriers and perceptions of online learning. Additionally, semi-structured interviews were conducted with 10 cadets to identify specific barriers in this particular context. The results from the survey questionnaire analysis using Smart PLS revealed that the empirical SEM PLS investigation indicates how barriers negatively influence perceptions of online learning. Interview findings highlighted issues such as internet connectivity problems, limited teaching aids, lack of focus, and inadequate communication between instructors and cadets as major barriers affecting maritime English education. In conclusion, this study emphasizes the creation of a supportive and interactive environment for successful online learning among maritime English learners. Enhancing strategies such as facilitating teacher-student interaction, integrating multimedia resources, and providing timely feedback can enhance student engagement leading to improved quality and accessibility in their academic outcomes.