Perceptions of Saudi Undergraduate Students' Experiences Toward Online and Traditional Learning: Mixed Method Study

Abstract This study delves into the perceptions of Saudi undergraduate students regarding the expeditious transition to online learning necessitated by the COVID-19 pandemic. Employing a mixed methods approach, it scrutinizes the experiences of students in both online and traditional learning modalities. In quantitative data analysis, the linear relationships between dependent and independent variables were clarified by applying multiple regression approaches. The qualitative data analysis entailed a multi-step process beginning with descriptive coding to systematically categorize patterns emergent from participants' perspectives on online and traditional learning. The findings unveil nuanced strengths and weaknesses inherent in each approach. Online learning exhibits cost-effectiveness, flexibility, accessibility, and heightened time management acumen, albeit at the expense of diminished interactivity, motivation, discipline, and academic attainment. Conversely, traditional learning environments foster interactive pedagogical atmospheres, bolstered motivation, social engagement, superior feedback mechanisms, and enhanced academic rigor and achievement. Nevertheless, traditional learning is encumbered by inflexibility, resource constraints, and challenges in time management. Participants express a penchant for the motivational dynamics inherent in traditional learning, underscored by meaningful interactions with instructors and peers, juxtaposed against the rigidity of prescribed temporal parameters. They perceive this temporal rigidity as encumbering their ability to juggle concurrent commitments effectively. Keywords: Online learning, traditional learning, Saudi undergraduate students, COVID-19