Voices from the Virtual Classroom: Aspirations, Struggles and Transformations of Online M.Ed. English Students in Nepal

Abstract

This study uncovers the aspirations and lived experiences of students who recently completed online Master’s degree in English Education (M.Ed.) at the Department of English Education, University Campus, Tribhuvan University, Nepal. The COVID-19 pandemic brought a significant shift from traditional face-to-face instruction to online learning. Within this changing context, this study investigates online English language learners’ aspirations, initial motivation, difficulties that they experienced, instructional support, future expectations and changes in their learning behaviour. Using a qualitative narrative inquiry approach, the study explored the experiences of five purposively selected students from rural areas who participated online learning despite having no previous experience with online education. The data were collected through in-depth interviews, reflective conversations and the researcher’s observations. The findings show vivid experiences ranging from anxiety in the early stage to the greater digital competence, engagement and autonomy. The analysis also reveals a huge gap between their educational aspirations and actual learning experiences. Initially, they experienced fear, confusion and technological difficulty due to limited ICT skills, lack of technological devices and insufficient orientation in this regard. However, over time, they demonstrated confidence, gradual development of ICT skills, adaptability and self-directedness in online learning. While online learning provided flexibility, cost-effectiveness and opportunities for learning from home, it was constrained by challenges such as poor internet connectivity, limited interaction as it happens in teacher-fronted instruction and inadequate institutional support. Practical components such as teaching practicum and thesis writing were particularly challenging in the online modality. The findings suggest that context-sensitive and institutionally supportive learning environment, and use of more interactive strategies and the equitable access of digital tools to the online learning groups can enhance the transformations in students’ learning behaviour.