Students Quality Assessment of the Interactivenesses of Virtual Teaching and Learning Platforms

This study provides insights on students’ perspectives on the functional interactive-nesses of the virtual platforms used as online digitized classrooms for teaching and learning since the advent of COVID-19 pandemic. Guided by a conceptual framework, quantitative data was collected 687 graduate students, and analyzed using the AMOS-based structural equation modelling approach. It was found that, the quality of the students systemic interactiveness with the platforms is influenced by the connectivity with colleagues, derivation of a sense of personalization and community, and ease of communication and following of instructional contents provided in the teaching process. It was concluded that the incorporation of this findings in the virtual platform design will help enhance the reputation of teaching delivery on the virtual platforms which will help enhance the expected quality of teaching-learning systemic outcome.