ISSN: 2226-6348
Open access
This study investigates the influence of technology on instructional practices in virtual classrooms at the university level using a quantitative approach. Survey questionnaires were administered to students, professors, and administrators to collect data on technology types, usage frequency, efficacy, challenges, and instructional delivery preferences. The application of descriptive and inferential statistics using SPSS 23.0 allows for a much deeper understanding of technological accessibility and flexibility components whilst uncovering the implications of digital literacy and infrastructural constraints. Also, the observance of platforms' user-friendliness, trainers' skills, and learners' access to resources in the remote educational scenario is connected with the success of the learning activities. The current study responds to and contributes to the discussions of the digital education field, and it offers practical suggestions for the improvement of virtual learning environments targeting educators, the government, and technology creators.
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