International Journal of Educational Research & Social Sciences ISSN: 2774-5406

Challenges And Opportunities In Online Education In Sri

Lanka During The Covid-19 Pandemic: Evidence
From The University Of Kelaniya
Khashunika, J.A.L1., Yatigammana, M.R.K.N2. and Lakmal K.G.P3*
1,2,3
Department of Commerce and Financial Management, University of Kelaniya, Sri Lanka
*
Corresponding Author:
Email: [email protected]

Abstract.
The Sri Lankan government and the University Grant Commission
(UGC) of Sri Lanka have encouraged every university and higher
education institution to adopt online education methods in response
to ongoing issues with the COVID-19 virus. This study examines
the challenges and new opportunities in online education in Sri
Lanka during the covid-19 epidemic. A qualitative approach was
utilized to achieve the study's goals, and semi-structured interviews
were conducted to gather data. The respondents were
undergraduates and faculty members of the University of Kelaniya.
Thematic analysis was performed to analyze the outcomes of the
study. This research identified three major challenges and four
significant opportunities in online education at the University of
Kelaniya. The researchers also made several recommendations for
an effective online education strategy based on the study's findings.
The results provide essential guidance for modernizing
conventional education and propose that Sri Lankan educational
institutions reassess their learning methods.

Keywords: Challenges, COVID-19, Higher Education, Online

Education, Opportunities

I. INTRODUCTION
With the spread of COVID-19 worldwide, its lousy influence victimized
higher educational institutions (HEIs) in 188 countries, including Sri Lanka [1]. Many
governments around the globe have taken steps to close their universities, colleges,
schools, and other educational institutions to stop the spread of COVID-19. If the
closings of educational institutions continue for a long time, it will badly affect the
continuous education of more than a billion students worldwide. Higher educational
institutions tried unconventional ways to provide continued access to education to
diminish the impact of closings. Luckily, the closings of educational institutions did
not entirely stop students' education. This unprecedented situation pushed educators
and students to adopt an online mode of teaching and learning overnight. Online
education has grown in popularity as a viable alternative to traditional classroom
training, which can be identified as a subset of distant education that deals with internet
learning, computer-based learning, and virtual classrooms [2].

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Academic staff may need to change their teaching approaches utilized in the
"conventional classroom" while adopting digital skills to reach remote students
efficiently [3]. It provides opportunities for people who are incapable of pursuing
education due to geographic and time constraints and another choice for those who like
the flexibility of learning and the convenient delivery method of learning. Online
learning allows students to learn conveniently without attending universities[1]. Even
though this COVID-19 global pandemic urged educational institutes to transform their
traditional teaching pedagogy into online teaching pedagogy, educators and learners
often face difficulties with the online learning environment. As stated by Bao [4] most
educators lack online teaching experience. The same author stressed that students often
face difficulties such as missing appropriate learning resources, proper internet access,
and a pleasant learning environment while at home. Delivering an excellent online
course requires a good lesson plan, audio and video materials, and technical support
teams.
Moving all the existing conventional courses online is a vast, disruptive shift.
Many authors have found online learning challenging, especially in developing
countries [5]–[7]. Drop-out rates in online learning are remarkably higher than
conventional learning [8], [9]. Hence, investigating online learning barriers, which are
particularly problematic for developing countries, is crucial. Concerning previous
studies, few investigations have explored challenges and opportunities in online
education during the COVID-19 pandemic, especially in the Sri Lankan context. Thus,
this study focuses on the challenges and opportunities based on the evidence from the
University of Kelaniya (UOK), one of the leading higher educational bodies in Sri
Lanka. The researchers identified the research problem as the challenges and
opportunities in online education in Sri Lankan state universities during the COVID-19
global pandemic. This research study focuses on those challenges, opportunities, and
online education experiences in the University of Kelaniya, discussing how Sri Lankan
universities can implement effective online education in future global crises.

II. LITERATURE REVIEW

Online Education during COVID-19 pandemic
As a result of spreading the epidemic of the COVID-19, the education systems
around the world have been unexpectedly moved from the regular classroom
environment to electronic-based devices and online applications [10]. As an immediate
response to prevent the spread of COVID-19, many governments implemented the
early shutting of secondary schools to protect school children from infecting COVID-
19 because schools are the most vulnerable places to COVID-19 [11]. As a result, it
was necessary to conduct all teaching and learning activities online using emergency
remote education procedures [12]. Almost every country instantly picked online
learning as a remedy, and teachers began to record and upload lessons into learning
management web applications. Some educators use other supplementary online
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learning sites like Google classrooms [1]. However, the same author stressed that many
teachers were not well prepared to adapt to online teaching. On the other hand, students
in many countries have weak perseverance in online learning, leading to ineffective
learning [4].
Furthermore, universities' prevailing closure will significantly affect students'
mental/physical well-being and motivation [13]. Education has been restarted as a
technology-enabled, remote-based, online activity with zero physical presence in
educational institutions [14]. As strategies to survive the current crisis, universities
worldwide have promptly launched innovative teaching and learning methods, new
student assessment methods and incorporated digital communication tools in their new
learning pedagogy [15]. The concept of e-learning which uses electronic, information
and communication technology for teaching, has already been considered for execution
in higher education in Sri Lanka. Most universities and faculties have recently
accommodated e-learning through Learning Management Systems (LMS) and video
conferences applications [16]. For instance, a web application named ZOOM gets
popularized and has made educators' lives more manageable because of its extra
features for doing live online classes, webinars, and live meetings [17]. In the current
world, most people are already familiar with these e-learning applications to prevent
breakdowns of education significantly due to COVID-19.
Challenges in online education
A Previous study has found that lack of teacher training for online pedagogy,
repetition of traditional teacher-centered learning, and fear of change are the main
barriers to effective online learning [18]. In addition, the same authors stated that
online education might create confidentiality issues. On the other hand, the biggest
drawback in online education is the lack of co-curricular activities because it
discourages meeting friends. Many students may face anxiety and panic due to online
courses and assignments [19].
Furthermore, the lack of appropriate learning aids and learning environments
may become serious issues when students are isolated at home in a pandemic period
like this. Besides, the inadequate balance between the technology and psychological
elements needed by the learning process can block the teaching process and creates an
imbalance [17]. Throughout this challenging period, the biggest problem is not whether
online teaching and learning techniques can provide excellent education but how
educational institutions will implement online learning on such a large scale [17].
However, the challenges posed by the COVID-19 pandemic opened a new era of
online learning and remote education for everyone.
Opportunities in Online Education
Dhawan [17] stated that this crisis would create a new generation for learning,
allowing individuals to consider the positive aspects of e-learning technology. As a
result, this worldwide pandemic has provided chances for the countries to improve
their education delivery system and shift their focus to create better technologies to
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help education [1]. Educational institutions should help students develop a social
presence and improve their capacity to reflect their personal qualities into the learning
environment, eventually leading to their successful learning [18]. Online learning tools
and video conferencing tools have advantages such as providing adequate education to
even a thousand students at once, mobile learning, the possibility of watching past
lectures, getting instant feedback from students, and easy arrangement of assignments
[17].
Furthermore, the same author stated that the growing demand for e-learning
provides a fantastic opportunity for educational technology start-ups to disrupt the
conventional education industry through technical innovation. In addition, the further
advantages of online education can be depicted as reducing the time and costs for
education, flexibility to access many courses conveniently, opening new opportunities
to join with experts worldwide, and easy adjustments to contents delivery of the
subjects whenever in need. [20], [21]. Moreover, the privacy settings of the online
learning modes may allow students, who do not usually prefer to participate in face-to-
face classes due to their timid nature, to actively participate in online education where
there is a zero physical presence [20]. Numerous academics believe that online
learning can help alleviate the increasing costs of post-secondary education by sharing
the cost across a much larger number of students rather than in a traditional class where
there is a limited number of seats [22].

III. METHOD
This study adopted a qualitative approach to answer the research questions. As
the researchers' preferred data collection technique, the semi-structured interview
method was elected, which help researchers to make some space for additional follow-
up questions. Individuals were considered as the unit of analysis. The population of
this study contains undergraduates and educators who represent six faculties in the
university: Faculty of Medicine, Faculty of Social Science, Faculty of Computing and
Technology, Faculty of Humanities, Faculty of Science, and Faculty of Commerce and
Management Studies. The purposive sampling method was selected for sampling in
this study. Purposive sampling helps researchers use their verdicts to choose the most
appropriate cases that are best suited to answer the research questions [23].
The researchers collected data from 14 respondents representing the entire
university. Interviews were conducted for 40-50 minutes, and a maximum of 10 open-
ended questions was asked from all, and the researchers requested them to provide a
deep description for each question. The collected data from interviews were processed
manually. The researchers used the "Thematic Analysis" method to analyze the data
gathered from the interviews and identify patterns in the respondents' views. The
findings of this study are genuinely based on participants' responses and not based on
any potential bias or personal motivations of the researchers. This study did not use

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respondents' real names to increase confidentiality. The collected data will be used
only for academic purposes.

IV. DATA ANALYSIS

Challenges in Online Learning in Sri Lanka
Although e-learning has appeared as the biggest blessing during educational
institution closing, it has also brought its collection of challenges. Researchers found
three significant challenges from the University of Kelaniya that weaken online
learning adaptation in Sri Lanka; Inadequate E-learning Facilities, Resistance to
Change, and Inadequate Skills in E-Learning Pedagogy.
Theme 01
Inadequate E-Learning Facilities
The availability of sufficient ICT access for both teachers and students is the
first and most important prerequisite for online education [24]. When people and
organizations in developing countries adopt ICT, they may face telecommunications
infrastructure problems with poor Internet connectivity [25]. For e-learning to succeed
in underdeveloped countries, a robust IT infrastructure with some level of internet
access is required [26]. During interviews, most students stated that they face
insufficiencies of computer devices and internet connectivity.
"Regarding students' participation, mostly we see two issues. The one problem is
the lack of computer or mobile devices and the other one is the connection.
Internet connection is not available throughout the country". (Respondent 6)
"So, there is another bad thing. Some of the students have issues with the
computer devices". (Respondent5)
A computer-owned household has at least a desktop or laptop computer. In the first six
months of 2020, 22.2 percent of homes in the country own at least one computer [27].
It is a comparatively low percentage than other countries in the world. According to the
same survey, the highest rate of computer-owned houses reports from the Western
Province (33.8%) while Uva Province (13.5%) and Eastern Province (11%) report the
lowest percentages. According to one of the educators, their students do not have
adequate computer devices for online learning.
"We did a survey (….) In that process, we collected data district-wise. When we
took the Western Province, we saw no problem with devices in the main cities.
When we go to other cities far away from main cities, all difficulties in facilities
and coverage are increasing (Respondent 12)
The unavailability of Internet access produces a new kind of digital divide where one
group of people in society enjoy adequate access. In contrast, another group has zero or
inadequate access to the Internet [28]. According to a study done by Hayashi et al.
[29], a bad internet connection was the top challenge in online learning. As stated by
students, researchers observed that areas beyond urban cities are poorly served with
devices and internet connectivity.
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"In our department, there are so many students living in rural areas. So, they
could not get internet facilities well and hard to find the signals, so they were
facing so many difficulties than from people live in Colombo district."
(Respondent 13)
"(.…) Although we live Colombo district, many students live in remote areas.
So, they have many difficulties. Most of us have smartphones as well as laptops,
but some do not have." (Respondent 2)
Some students have faced frequent power cuts, most on rainy days, and as a result,
they could not maintain a steady focus on the lessons and the lectures. Hence,
researchers witnessed that IT facilities in Sri Lanka are regular victims of lousy
weather cycles and inadequate electricity supply.
"One day, while I was listening to the lectures, there was a power cut. So, I
could not engage with the lectures, and it was hard to reconnect with the
lecture because of the bad weather. It was a rainy day" (Respondent 13)
"(….) lecturers sometimes notice that students are not in the lecture. Once they
reconnected, the teacher asked where they went then they said they had a power
cut (Respondent 10)
Hence, the government's responsibility is to initiate new programs that provide
educators and students equitable access to e-learning facilities to empower online
education [30]. Regmi and Jones [31] stated that online learning is not suitable for all
disciplines. Resource-Intensiveness is a common attribute in online medical education.
Hence, there should be enough resources to implement online learning in a field like
medicine. Inadequate technology infrastructure is a significant challenge in online
medical education [32]. During the interviews, some medical students stated that they
could not obtain clinical training properly during COVID 19. They firmly believed
there should be some mechanism to address this problem in Sri Lanka.
"We had clinical lectures, where medical students get the ability to apply their
knowledge and discuss with patients like that. But current online learning does
not give the same experience for students. (….) We need some mechanism or
technology to do students' clinical training as well. But in Sri Lankan context, we
do not have that kind of technology like augmented reality." (Respondent 9)
"We are in the third year now, and we must go to the hospital for our clinical
appointments. But those things could not be done because of the COVID-19
situation, and it is also a problem, but it will be rescheduled for next year. But I
think we need to implement some technologies for this issue also like in foreign
medical colleges" (Respondent 8)
It was evident that most students lack e-learning facilities such as not enough computer
devices, not enough internet connectivity, incompatible technology for some
disciplines, and frequent power failures. Researchers also observed that Sri Lankan
telecommunication and broadband infrastructures are regular victims of lousy weather
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cycles prevailing in Sri Lanka. People are not happy with the service provided by
third-party Internet service providers in the country. Hence, inadequate e-learning
facilities are a significant challenge in online learning.
Theme 02
Resistance to Change
Changes are made to keep the organization dynamic while improving
organizational success. Thus, organizations that adapt to changes are entities that
choose to survive. Resistance to change is a person's mindset or actions that can
sabotage change objectives in an organization [33]. Undeniably, resistance to change is
a hot topic in change management, and organizations should consider it seriously to
take the benefits out of any transformation. According to Dhawan [17], many
educational institutions were previously hesitant to abandon their old pedagogical
methods, and they were left with little choice but to transition entirely to online
learning. Some educators mentioned during interviews that they also had only that
option.
"Because of the COVID-19, we cannot stop students' education, so we need
to do continuous lectures online. That is why we shifted. (...) Because of this
health crisis, we wanted to go for e-learning as the best solution."
(Respondent 3)
"We must keep the university closed. But, we cannot keep the students at
their home without doing any education, so we have to do this." (Respondent
5)
Even though university administration has taken necessary steps to start online
learning, some students expressed their resistance to such a change and wanted
physical education rather than virtual learning.
"No, no. I never wish to continue my entire final year online. I would like
to attend university lectures soon after this situation. There are no special
reasons, mostly because it is my final year. And this year will be the last
time that I will be at university." (Respondent 8)

"No, I don't like it. I like to attend lectures face to face live. I need the live
experience. Face-to-face lectures are better for me, I think. When I study
something, I want it live, and online it is not live. (….) motivation is not
enough when during the online." (Respondent 11)
Most students have a little sadness of losing the university social life they previously
enjoyed. Consequently, students do not want to continue online education further. It is
confirmed through the below statements
"In this online method, we cannot enjoy our university life. In physical
lectures, we can have interpersonal relationships than online sessions
with our university friends. But in online lectures, we are like robotics. We

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are like machines. That’s why we cannot be strong mentally and

physically during these online sessions." (Respondent 13)
In online learning environments, both learners and teachers are often troubled by the
technicalities when getting started [34]. Most Sri Lankan universities have no prior
experience with pandemics such as COVID-19, and this is their first significant
experience with changing the classroom environment and their educational techniques
[19]. It is evident from the statements made by some educators that the resistance was
arisen due to the fear of inexperienced things.
"Students also resist doing online exams. There was some conversation on
how to do this. How to do the lectures online? We never tried before; We
cannot do that; We want to do physical lectures like that." (Respondent
14)
One of the students highlighted that some educators did not like to conduct online
sessions.
"(…) but when it comes to other lectures as an example, one teacher did
not agree to do zoom session, he is the only one who did not appear in
online" (Respondent 6)
Many educators in online learning contexts do not have pedagogical expertise for
online teaching [35], [36]. As a result, they are less inclined to participate in online
education. It has become clear that teachers must maintain a high level of involvement
in online courses to adapt to online environments appropriately [36], [37].
One student liked to continue online education in the post-COVID-19 era too. But
disagreed with online examinations as there are a lot of issues with students. It is
evident that inadequate facilities in Sri Lanka prevent students from adapting to a new
normal environment.
"But I am not agreeing with conducting exams online. It is not fair. Because
most of the students have many kinds of issues, even they are participating
in zoom lectures. So, it is not fair to have online exams for all students.
Because there are signal problems, data connection problem and all."
(Respondent 9)
Adaptation is an excellent strategy to sustain in a changing environment. COVID-19
has made the traditional learning environment completely obsolete, and to move
forward, educational institutions must adapt e-learning pedagogy without any choice.
Nevertheless, resistance to change the behavior of some students and some educators
has significantly diverted the adaptation process to e-learning. Hence, researchers
found that resistance to change is another major challenge to overcome in online
learning.
Theme 03
Inadequate Skills in E-Learning Pedagogy
Any effective behaviors or practices intended to impart knowledge in the
online learning environment are referred to as e-learning pedagogy [38]. Most
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newcomers to the online learning methodology have almost no experience or

preparation for the online mode of delivery [35], [39]. Some students stated that
educators sometimes lack technical skills to prepare well for the online environment
during interviews.
"At the beginning, some lecturers even do not know how to conduct an
online lecture. They did not upload anything. They do not know how to give
access to share the screen for a student. Sometimes students teach them to
how to do it." (Respondent 8)
"(…) some were not familiar with the functions of zoom software. During
the lectures, they got stuck. Apart from that, inabilities in sharing screens
and not knowing how to enable others to share their screen, audio, and
video misfunction are the most common issues. (Respondent 6)
One student stated that some old-aged educators do not possess sound technical
knowledge in the pedagogy of e-learning environment.
"It is tough to do an online session with old-aged lecturers. They did not
have an idea what to do in a connection error. They do not have that
knowledge."
One study confirmed that educators should be given access to and proper training in
digital technologies that support online learning. They need good support and training
in online learning pedagogy [35].
It can be observed not only educators but also students are not well prepared to learn
online. They do not know how to log to online video meetings, operate a learning
management system (LMS), etc.
"Some students do not know how to operate LMS (…) the other thing is
sometimes some students did not have some knowledge about that online
session, especially me, I don't know how to connect even my laptop to the
zoom session. All the time, I used to call my brother, and he is the one who
helps me." (Respondent 11)
"The IT literacy of students is low. Some students did not remember the
LMS password or LMS username. Some do not know how to log on to LMS.
Now there was no problem with first-year students. But some second-year,
third-year, final-year students did not log on and did not know how to log
on." (Respondent 7)
One educator stated that students apply the same principles of traditional learning
into an online learning environment which are incompatible. Thus, it seemed
students need some training on e-learning behavior.
"Students need to change their way of learning. Most of the students are
trying to follow the same approach as physical learning. They just want to
collect notes and end the semester. So, they have the same mentality. They
are applying the same thing in e-learning systems as well (Respondent 3)

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According to the statements, even though the students and the educators are
familiar with the university's Asynchronous Learning or Learning Management
System (LMS), the new fully online learning environment is entirely new. It was
evident that students and educators have been experiencing a lack of proper skills
to manage and adapt to e-learning pedagogy. Hence, researchers found that
inadequate skills in e-learning are very challenging in online learning.
Opportunities in Online Learning in Sri Lanka
Online education offers its own set of advantages, and everyone can exploit the
best out of it. The University of Kelaniya responded quickly to this COVID 19
pandemic by digital transforming their academic activities. Adedoyin and Soykan [40]
suggested that online learning can offer a clear roadmap to educators to take advantage
of during their online journey. The more prolonged the COVID 19 pandemic
continues, the more likely online learning becomes a suitable mode of learning and
teaching. Hence, exploiting opportunities in online education will help to sustain
during the pandemic. The researchers of the present study found four significant online
learning opportunities in Sri Lanka; Flexible Learning, Global and Local Exposure, a
Good Time for Blended Learning Modes, and a Platform for Creative Problem-
Solving.
Theme 01
Flexible Learning
The traditional e-learning hymn of "anyone, anywhere, anytime" learning can
be used to describe the flexibility in e-learning [41]. Flexibility addresses several
matters, such as whether students are free to study and do exams independently and
what mediums they have to get their learning materials [6]. Now students can learn
from anywhere and anytime due to the availability of online learning. It is confirmed
through the below statements by educators.
"I think it will be a good solution for students who are working most probably
at interior offices. They can join online sessions either from boarding place,
workplace, the university premises, or any other place. (….) especially for those
who are engaging with their internships." (Respondent 1)
Another educator mentioned that students could decide the medium of learning
material delivery according to their choice because the university uploads lessons and
video recordings of the lectures. Students can access them at any time.
"Now lectures are recorded and uploaded. Everyone has 24 hours and seven
days access to lectures. Whenever they want, they can access lectures. Once
the LMS is updated with the recorded lessons, you can go through that one
even when traveling. There is no require participating. In the physical
discussion, you have to participate. but in an online environment, you can
follow the courses according to your availability." (Respondent 3)

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Theme 02
Global and Local Exposure
Many institutions across the globe offer their degree/certificate programs
online to students worldwide, either through internal systems or through private virtual
education web platforms such as Coursera, Edx, Future Learn, and others [42]. During
interviews with educators, most of them believed that state universities could offer
various online degree programs to different parts of the world with this growing online
learning situation in Sri Lanka. As mentioned by one educator, state universities,
including the University of Kelaniya, have the future potential to become global.
"Most of the developed countries have this online degree method. So, we can
do those degrees without going to that country (…). If we can build this plan
in our system, with this situation, we can effectively take those things
globally with good quality." (Respondent 14)
The same educator mentioned that there is a possibility to expose Sri Lankan inherent
knowledge to the global effortlessly via online learning methods.
"(…) If we can create online degree methods, it will be an advantage for us.
Some subjects are inherent to us like Buddhist Culture, Pali, Sanskrit,
Astrology, Architecture, and traditional arts. (…) If international students want
to study those subjects, they can learn with this online method in their country.
So, I think it will be a great chance for us as a third-world country. We can
uncover to the global."
Another educator stated that the university could offer external online education for
foreigners and local people who want to learn despite their job status. Eventually, it
would be an excellent chance for people who love knowledge sharing.
"We must start some free funded online courses; we can start from O/L
qualification. Students can join with state university degree program online
after finishing their O/L examination. (...) Our Financial department started a
financial literacy program. The goal of that kind of program is knowledge
sharing. It is a great opportunity that raised with this global health crisis."
(Respondent 7)
Theme 03
Good Time for Blended Learning Modes
As evident in [43, p. 96], Blended Learning can be clarified as the "thoughtful
integration of classroom face-to-face learning experience with online learning."
Blended learning combines face-to-face learning in the classroom with activities based
on a learning management system [44]. The goal of adopting blended learning
techniques is to find the right combination of face-to-face physical engagement and
online access to knowledge. One educator provided a well-fitted description for
blended learning.

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"We develop materials and upload them into LMS, and students must follow
that one. Then, they must come to the classroom, and they need to discuss
that one. (Respondent 1)
Most respondents believed that the present situation had provided an excellent platform
to popularize different blended learning approaches. During the interviews, educators
appreciated the need for continuing blended learning practices in the university.
"We need to continue. Every university has a learning management system,
and students and teachers need to be trained on that. The blended learning
concept should be introduced to undergraduates." (Respondent 4)
As a consequence of the pandemic, the idea of Synchronous Online Learning (SOL) or
Live Virtual Classroom (LVC), wherein teachers and students are both online at the
same time but not in the same location, has gained popularity [44]. According to Power
[45], blended online learning (BOL) is an emerging variant of blended learning (BL)
that integrates LMS and LVC into an entirely online course. While Blended learning
requires the learner to be physically in the classroom, blended online learning is fully
conducted in an online environment. During the pandemic, the university has moved to
this new blended mode. The difficulties of asynchronous learning (LMS), synchronous
learning (face-to-face learning), and blended learning may all be addressed through
blended online learning (fully online mode learning) [44]. One teacher agreed that
blended online learning is an excellent strategy to take but must be evaluated.
"I think blended online learning will be the best. We must evaluate how
students accept this fully online mode, how they are absorbing the knowledge,
what kind of positive things that we can get based on that learning. we must
think about that version of blended learning." (Respondent 12)
Theme 04
A Platform for Creative Problem Solving
Robinson [46] stated that everyone needs to be more creative when the world
becomes more complex and challengeable. Harris [47] defined creativity as the ability
to envision or discover something new. Researchers witnessed that students have
conducted so many creative things online related to their subject matters and extra-
curricular activities. According to an educator, an online learning environment made
some space for creativity in problem-solving.
"Earlier, we had physical field visits. But we are searching for so many
ways of how we get this experience during the COVID pandemic. The
Department of Commerce came up with an excellent idea. They organized
some virtual(online) field visits for the first time in Sri Lanka. If they can
develop those technical and conduct skills via online platforms, we can do
them better than physical events." (Respondent 12)
A creative online learning environment can be reinforced with instructor behaviors,
attitudes, words, and assignments [48]. According to Muirhead [49], educators can also
foster creativity online by creating innovative course activities. Hence, it is evident that
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instructors can encourage student's creativity in an online learning environment. One

educator stated that students had been assigned to initiate online events to find
alternatives for physical events.
"We asked students to conduct and organize some online events which are
related to academic subjects. Let us say banking, marketing, finance. So, they
organize some online events. They learned some creative things, advertising.
So now they well practiced with those virtual sessions." (Respondent 4)
It was evident that online learning has helped students boost their creativity and
problem-solving capabilities in an online learning environment.

V. DISCUSSION
Despite the harshest effects of COVID-19 on higher education, the University
of Kelaniya has begun online learning to continue university education without
interruption. The primary criterion for measuring the efficacy of online learning should
be the accessibility and usability of e-learning facilities [50]. It was evident from the
current study that for an effective online education system, learners and educators need
to have access to the right equipment at the right time. They need reliable internet
connectivity also. Strong IT infrastructure is the main requirement for effective online
education, and Sri Lanka still finds it a challenging goal. Even though the internet
penetration in Sri Lanka is 47% [51], students who live in many rural areas have faced
several problems with internet connectivity.
In their study, Jindal and Chahal [53] stated that although governments of
developing countries are taking initiatives to build digital infrastructure, they are very
challenging tasks in comparatively developed countries. In this case, the same author
argued that unreliable internet connectivity and the lack of a stable power supply are
the biggest problems in underdeveloped nations.It was evident educators who are not
well trained in e-learning pedagogy might face difficulties in digital technologies.
According to El-Seoud et al. [54], higher education educators must adapt and apply
the technological developments in online learning. Educators must receive appropriate
training on e-learning pedagogy, and it is better to form communities of practice where
educators can share their experience in online education with other educators [35]. It
was found that medical students cannot do clinical trials like before, and there is not an
appropriate mechanism to address that problem. Rameez et al.
[52] confirmed that educators often face some issues when conducting
practical classes for Science, Technology, and Engineering disciplines. Therefore, the
researchers highlighted the importance of having proper technologies in the
universities. The government and the universities should focus on applying modern
technological methods to perform clinical practice in medical education (e.g.,
augmented reality in healthcare, virtual laboratory methods). This suggestion is
essential for long-term online education planning. The Government of Sri Lanka and
related agencies should focus on supplying laptops or other devices, cellphones and
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giving students cheap, uninterrupted, high-speed Internet connection to ensure equal

opportunities for higher education. Moreover, the administration of the Universities
can provide students loan schemes to purchase laptops or smartphones.
Sri Lankan state universities should redesign and restructure course modules,
curriculums, and lecture materials to suit online needs. Educators have suggested that
educators give massive attention to learners' needs, skills, and interests when designing
courses. The technique was initially called Learner-Centered Design (LCD) [55]. The
LCD method believes that the learning environment should be formed with the
knowledge of learners' characteristics, how they are learning, under what pressures
they are engaging in learning, what barriers they are experiencing, and how they feel
comfortable with the e-learning tools [50]. Hence, it is vital to understand the learner
first and then develop an appropriate e-learning pedagogy. An evaluation of the
mechanisms for the e-learning education system is a scheduled task in Sri Lanka.

VI. ACKNOWLEDGMENTS
Although online learning was a lifeline during the COVID19 time, it has
become an unavoidable component of higher education's teaching-learning activities.
Based on the findings of this study, telecommunication companies can evaluate the
disparity of network coverage within the country and should launch short-term and
long-term plans to establish a broader network coverage. Education policymakers can
refer to this study as a starting point for developing a more severe and national e-
learning mechanism. This study will guide the University of Kelaniya and other
universities, lecturers, schools, and teachers to formulate long-term policy plans on e-
learning methods and use these research findings as a guideline to develop crisis
management plans with contingency planning for another future global or global
domestic crisis.

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