From Classroom to Online Learning: A Mixed-Methods Examination of Pedagogical Transformation and Digital Resilience in Higher Education

Abstract

The transition from classroom to online learning has reshaped higher education, offering greater flexibility while presenting new challenges for teaching and learning. This study examines how a Thai university adapted its pedagogical practices across four science-based faculties—Medicine, Science, Engineering, and Information and Communication Technology—using a large-scale mixed-methods approach. More than 320,000 student grading records were analyzed alongside surveys and interview data from 324 students and 18 instructors. Quantitative findings showed minimal differences in academic achievement between classroom and online modes, while qualitative evidence highlighted notable contrasts in student motivation, interaction, and engagement. Students appreciated the flexibility and accessibility of online learning but also reported reduced social connection and limited hands-on experience. Three factors—learning motivation, social interaction, and  readiness of the learning environment—emerged as strong predictors of learning success. Using the Community of Inquiry (CoI) and Technological Pedagogical Content Knowledge (TPACK) frameworks, the study interprets the transition as both a pedagogical shift and a process of institutional learning toward digital resilience. The findings contribute an empirical–theoretical model that links pedagogical innovation with organizational learning, offering practical insights sustainable digital transformation in higher education.