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© Proceedings of the Ruhuna Quality Assurance Sessions 2021 (RUQAS 2021)
st
21 September 2021

RP6
Issues and Challenges of e-learning, and Performances of Students During the Covid-19

Pandemic at the Faculty of Fisheries and Marine Sciences & Technology,

University of Ruhuna, Sri Lanka

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K.S.S. Atapaththu* , S.S. Herath , H.L.K. Sanjaya , R.D.N. Wijesinghe , P.A.K.N. Dissanayake ,
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R.G.A. Iroshani , K.H. Niroshana , W.A.L. Madhushika , K.G.C.A. Bandaratilake and H.B. Asanthi
1 Department of Limnology and Water Technology, Faculty of Fisheries and Marine Sciences & Technology,
University of Ruhuna, Matara,
2 Department of Fisheries and Aquaculture, Faculty of Fisheries and Marine Sciences & Technology,
University of Ruhuna, Matara,
3 Department of Oceanography and Marine Geology, Faculty of Fisheries and Marine Sciences & Technology,

University of Ruhuna, Matara,
4 Dean’s Office, Faculty of Fisheries and Marine Sciences & Technology, University of Ruhuna, Matara,

*
Corresponding author: keerthi@fish.ruh.ac.lk

Abstract

Education systems were interrupted during the last twenty months as conventional teaching was
impracticable with Covid-19 pandemic. To overcome this global challenge, “e-learning” was

exponentially grown in the education sector. However, Sri Lanka is still at its initial stage adapting to
this transition. Similar to most other universities, the Faculty of Fisheries and Marine Sciences &

Technology had not been completely prepared for this sudden transition. Hence, e-learning has

evolved gradually while confronting various issues and challenges. The present study was designed to
investigate those issues and challenges that impede the quality of e-learning. A survey was conducted

using two different close ended structured questionnaires, which were circulated among students and

academic staff using Google forms. In addition, results of students in the most recent two semesters
were analysed to determine the influence of e-learning on pass marks of subjects. Students prefer

morning hours from 8.00-12.00 noon for online lectures for a maximum of two hours per lecture,
which totally matches to the teacher’s choice. Headaches, blurred vision and dry eyes were associated

with prolonged screen time for more than two hours were recorded as the most common causes.
Furthermore, continuous usage of electronic devices caused failures in their devices due to heating.

Even though video conferencing allows live interaction between students and teachers, the majority of

students avoid this option due to internet interruption, and high data usage. However, a major
challenge of online teaching was the lower responses of students, where their responses or active

participation in discussions were almost zero for certain courses. There was no significant negative
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