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ORIGINAL RESEARCH article

Front. Educ.
Sec. Higher Education
Volume 9 - 2024 | doi: 10.3389/feduc.2024.1449363

Synchronous online learning Virtual learning and career readiness in higher education: student perceptions, challenges, and solutions

Provisionally accepted
Mihlali Lukashe Mihlali Lukashe Bianca I. Chigbu Bianca I. Chigbu *Ikechukwu Umejesi Ikechukwu Umejesi
  • Department of Sociology and Anthropology, University of Fort Hare, Alice, South Africa

The final, formatted version of the article will be published soon.

    Synchronous Online Learning (SOL) environments have transformed the educational landscape; however, their efficacy in equipping students with the necessary skills to succeed in the workforce is still significantly understudied. This research examines the influence of SOL on students' career readiness, with a particular emphasis on developing essential professional skills such as digital literacy, interpersonal communication, and practical experience. To ascertain the perceptions and experiences of 27 third-and fourth-year students, data were acquired through in-depth interviews and analyzed thematically using a qualitative research methodology. The research indicates that SOL effectively enhances technical skills and digital adaptability; however, it is substantially inadequate in nurturing interpersonal skills and offering practical, hands-on experiences. Students noted a decrease in networking opportunities and expressed apprehension regarding their lack of preparation for the demands of real-world employment. The research underlines the importance of educational innovations that assist in integrating the advantages of digital learning with the development of comprehensive professional competencies.

    Keywords: synchronous online learning, Career readiness, Professional skills development, Digital Literacy, interpersonal skills, higher education, Educational Technology

    Received: 14 Jun 2024; Accepted: 27 Sep 2024.

    Copyright: © 2024 Lukashe, Chigbu and Umejesi. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

    * Correspondence: Bianca I. Chigbu, Department of Sociology and Anthropology, University of Fort Hare, Alice, South Africa

    Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.