2.1. Higher Education in Thailand and the Pandemic

In Thailand, the initial case of COVID-19 was officially reported on January 13, 2020, which prompted the government of Thailand to declare a state of emergency (World Health Organization, 2020). HEIs had to shift to a full online approach starting April 1, 2020 (Ministry of Higher Education, Science, Research, and Innovation, 2020). Studies during the pandemic focused on the readiness of faculty members and students in many disciplines to adopt online learning in the Thai context. Those studies revealed major challenges of online learning in higher education at the beginning of the transitional period (Imsa-ard, 2020; Puriwat & Tripopsakul, 2021; Saetae, 2021; Somabut, 2020; Somabut & Tuamsuk, 2021; Thanavisuth, 2021). For instance, Somabut and Tuamsuk (2021) addressed the difficulty that the majority of Thai universities lacked the necessary online infrastructure and facilities, leaving both instructors and students unprepared for a swift transition to online education. Universities were required to rapidly respond to this unexpected situation by upgrading technological infrastructure, procuring and developing online platforms, and providing online training for both instructors and students.

Many studies have uncovered differences in perspectives between faculty members and students concerning the abrupt transition to online learning. These studies primarily assess instructors’ current statuses and their viewpoints on online tools and techniques in knowledge delivery. The findings of several studies reveal variations in faculty members’ preferences and instructional approaches. While some instructors expressed a preference for conducting live online sessions through video conferencing and learning platforms, others chose to provide pre-recorded lessons (Imsa-ard, 2020; Puriwat & Tripopsakul, 2021; Saetae, 2021; Somabut & Tuamsuk, 2021; Thanavisuth, 2021). Additionally, some instructors adopted a combination of techniques for managing online classes and prominent online learning platforms, including Zoom, Google Meet, Microsoft Teams, and WebEx, and some faculty members used social media platforms, including Facebook and Line, to distribute lecture materials and communicate with students (Saetae, 2021; Somabut, 2020). Interestingly, one study asserts that pedagogy for online instruction closely resembles the traditional face-to-face approach, with faculty members continuing to rely on lectures and providing similar learning materials such as slides, handouts, and retrieved documents during virtual classes (Somabut & Tuamsuk, 2021).

Online learning offers undergraduate students certain advantages, such as the convenience of staying at home, the ability to record class sessions for later review, and the flexibility to learn at their own pace (Thanavisuth, 2021). However, this mode of education comes with its own challenges. Students have reported encountering technical difficulties, distractions during online classes, communication obstacles, feelings of isolation, limited interaction with peers and instructors, and struggles with motivation when studying online (Imsa-ard, 2020; Thanavisuth, 2021). Importantly, students emphasize the importance of accessible instructors who provide effective feedback and guidance during and after online sessions (Imsa-ard, 2020; Puriwat & Tripopsakul, 2021; Thanavisuth, 2021). To enhance the quality of online learning and establish an efficient virtual classroom, it is crucial to develop well-designed course content, provide adequate administrative and technical support, and consider the unique characteristics and competencies of both learners and instructors (Puriwat & Tripopsakul, 2021).

During the pandemic, although several studies have been carried out to outline the readiness of faculty members and students in many disciplines to adopt online learning platforms, there are limited research regarding the management of LIS education and LIS faculty members’ and students’ perspectives on online learning during the pandemic in Thailand.

2.2. Online Learning and LIS Education

Online learning is a mode of instruction delivered through electronic means over the Internet, utilizing various digital platforms. Nguyen (2015) categorizes this educational approach into two formats: purely online learning, and hybrid or blended learning, which combines traditional face-to-face classes with online components. Notably, online learning has a well-established presence in LIS education, particularly in developed countries such as the United States, the United Kingdom, and European nations (Chowdhury & Chowdhury, 2006; Oguz et al., 2015). This pedagogical method has been integrated into LIS education for many years, as underscored by the Association for Library and Information Science Education (2021), with nearly all LIS schools in their study offering some forms of online instruction. Remarkably, 20% of American Library Association accredited schools in the United States and Canada have already integrated fully online classes into their curriculums.

In Thailand, there are nine LIS graduate programs offered by six universities, comprising five autonomous universities and one open university. The master’s programs consist of four masters of arts (M.A. in information studies) and two masters of information science. Meanwhile, the doctoral programs include two Ph.D. programs, with two focusing on information studies and one on information science. Before the onset of the COVID-19 pandemic, all LIS graduate programs in Thailand primarily operated through face-to-face instruction.

However, the pandemic has forced a major shift in content delivery methods. In response to the Thai Government’s directive for HEIs at the time to transition to fully online operations, online learning, whether synchronous or asynchronous, emerged as the predominant pedagogical approach across all levels of LIS education. Notably, online learning extended beyond traditional teaching and learning activities, encompassing professional development initiatives within the LIS field. During the pandemic, numerous national and international online conferences and webinars in various topics were organized by LIS schools, libraries, and professional organizations. These endeavors aimed to promote lifelong learning and information literacy, bolster professional development, and nurture professional networks, fostering the growth of LIS initiatives during the pandemic. For instance, since September 2020, International Federation of Library Associations and Institutions (IFLA) has conducted a series of webinars on various topics related to how libraries respond to and facilitate access to information during the pandemic (Gigabit Libraries Network, 2020; IFLA, 2020). In Thailand, the Thai Library Association and other professional networks and libraries have actively conducted a multitude of online activities encompassing a wide range of topics on online services, promoting relearning and reskilling, assessing the roles of libraries in online distance learning, and offering support to both professional development and online learning endeavors.

Online learning has emerged as a valuable and appropriate instructional method, both during the pandemic and beyond. Its merits encompass cost-effectiveness, flexibility, convenience, time-saving features, and the potential for collaborative learning. Moreover, the availabilities of synchronous and asynchronous teaching methods grant 24/7 online access to learning platforms (Almahasees et al., 2021; Ibna Seraj et al., 2022). According to Ibna Seraj et al. (2022), most teachers and students across various disciplines worldwide have had positive experiences with online learning. Similarly, studies conducted within the LIS field also reveal a preference for online learning among both faculty members and students. For instance, Bankole (2022) investigated the adoption of online learning among LIS undergraduate students in Nigeria, finding that the majority of students expressed high levels of satisfaction. Students particularly appreciated the flexibility of learning anytime and anywhere, as well as the effective time management facilitated by online education. Additionally, LIS faculty members in some regions have reported positive feedback regarding the benefits of delivering practical courses online. For instance, in Indonesia, faculty members found that the digital hands-on experience not only promoted learning but also enhanced digital competency among students. This was achieved through the application of digital skills, online presentation skills, and online event management skills in showcasing online cultural exhibitions (Zain et al., 2022). Besides this, several studies have highlighted the potential of online learning to foster collaborative learning environments (Mustakim et al., 2021; Zain et al., 2022).

Online distance learning is widely recognized as a prevalent mode of education today. However, it presents distinct challenges, including technical infrastructure limitations, insufficient technological proficiency among both instructors and students, difficulties related to hands-on training and practicum experiences, and emotional stress associated with self-directed learning. Notably, issues with technology and inadequate skills are frequently observed in online learning environments, as highlighted in various studies (Abdrasheva et al., 2022; Igwela & Nsirim, 2020; Ocholla, 2021; Priyanto & Cahyaningtyas, 2021). For instance, Igwela and Nsirim (2020) found that while LIS educators expressed positive viewpoints towards e-learning at the beginning of the pandemic, they have been facing many challenges, including a lack of technical infrastructure, limited Internet connectivity, absence of pertinent policies and guidelines for implementing e-learning, and inadequate IT skills of both educators and students. Additionally, Ocholla (2021) and Poole and Zhang (2021) reported concerns among faculties regarding the feasibility of teaching practical courses in online learning environments, especially for fields of archival education where hands-on experiences are crucial and challenging to replicate virtually.

The abrupt shift in pedagogical methods has heightened stress levels across the educational spectrum, particularly for educators and learners less accustomed to online teaching and learning. Several studies have documented increased stress in both educators and learners within the online learning context (Dey & Kumar, 2022; Ocholla, 2021; Poole & Zhang, 2021; Priyanto & Cahyaningtyas, 2021). This stress is not limited to LIS education but extends to related fields, such as archival science. For example, faculty members in the LIS field in the sub-Saharan African region reported increased workloads and longer hours when transitioning to remote teaching, which resulted in burnout and frustration. These challenges were further compounded by limited interpersonal communication and social support, such as mentoring and guidance, as noted by Ocholla (2021). Similarly, the archival educators who shifted to fully online delivery faced increased workloads in monitoring online discussions and adapting content. Some educators noted that their students struggled with online platforms such as Zoom (Poole & Zhang, 2021).

LIS graduate students have also experienced frustration and difficulty concentrating on lessons in online settings, expressing a strong need for interaction and socialization with instructors and peers compared to traditional face-to-face classrooms (Priyanto & Cahyaningtyas, 2021). Moreover, concerns about family health, uncertain examination schedules, and fear of falling short of teacher expectations have contributed to stress levels, with more than 80% of students reporting that academic stress negatively impacted their performance (Dey & Kumar, 2022).

The success of online learning in LIS education is contingent upon a range of factors. These factors include the readiness of both faculty members and students, the availabilities of adequate technological infrastructure, the utilization of effective pedagogical approaches, and the willingness of both faculty members and students to embrace this mode of education. Comprehending the challenges faced during the pandemic and discerning the preferences of stakeholders can provide valuable insights for developing strategies to better manage LIS graduate programs in the future.

3.1. Participants

The study population encompassed graduate program chairs, LIS faculty members, and graduate students from six universities in Thailand, comprising five autonomous universities and one open university that offer LIS graduate programs, as listed in Table 1. Key informants were chosen through purposive sampling, employing specific criteria for selection, which encompassed individuals serving as current faculty members or graduate students at the time when the researchers gathered the data. While the invitations were sent to all of the graduate programs, only small numbers of LIS graduate program chairs, faculty numbers, and graduate students accepted participation in this research project. In total, there were nine chairs overseeing LIS graduate programs; nevertheless, only five of them (55.55%) took part in this study. The LIS faculty members were selected from 10 out of 29 (34.48%) LIS graduate program committees, and these individuals also undertake teaching responsibilities for their program. The total cohort comprised 221 LIS graduate students from nine universities, encompassing 28 Ph.D. students and 193 master’s students. A minority of these individuals (39 LIS graduate students, 17.65%) from six universities agreed to serve as key informants.

3.2. Data Collection and Data Analysis

This study employed a qualitative approach and used semi-structured interview protocols for data collection. Three distinct semi-structured interview protocols were developed and utilized for data collection, corresponding to each group. The interview protocol for the program chairs primarily centered on the management of LIS graduate programs. Conversely, the interview protocols for LIS faculty members and graduate students focused more on the challenges they encountered and their strategies for managing the situation. A pilot test was conducted with a small number of test participants to evaluate the semi-structured interview protocol, ensuring the credibility and dependability of this study. In order to optimize participants’ time, the interview questions were sent to them in advance via email, allowing them sufficient time to contemplate the questions before the actual interview. The interviews were conducted in January 2022. Content analysis was utilized to thoroughly scrutinize the interview transcripts, subsequently organizing them into distinct thematic categories. As this study entailed translating interview transcripts from Thai to English, multiple researchers participated in reviewing both the transcripts and the identified themes to ensure the reliability of the findings. This process of researcher triangulation aimed to bolster the validity and credibility of the research findings by mitigating potential biases and errors that might arise from a singular researcher’s perspective. To ensure confidentiality, the identities of both the participants and their respective institutions have been kept anonymous in the findings of this study.

4.1. The Management of LIS Graduate Programs in Thailand During the COVID-19 Pandemic

The findings regarding the management of LIS graduate programs during the COVID-19 pandemic were derived from interviews conducted with five chairs of LIS graduate programs. Participants disclosed that the challenges they encountered during the pandemic were primarily related to technological infrastructure. In particular, respondents expressed concerns about adapting to the new mode of learning and the effectiveness of communication between faculty members and students. Four main themes emerged, encompassing technological infrastructure, policies for teaching and learning, learning platforms and communication channels, and extracurricular activities.

4.2. Experiences and Challenges of the Participants During the Pandemic

The results for this section are organized according to participant groups, which consist of the chairs of LIS graduate programs, faculty members, and graduate students. The experiences and challenges faced by each group are outlined below.

4.3. Recommendations for the Management of LIS Graduate Programs (Post Pandemic)

The LIS graduate program chairs, faculty members, and graduate students in this study provided pertinent recommendations for managing the LIS graduate programs in the post-pandemic era. The recommendations can be synthesized into three themes as follows:

5.1. Issues Relating to Online Learning in LIS Education and Suggestions

Similar to studies of other academic disciplines and LIS institutions worldwide, this study found that technology infrastructure is a critical factor that presents challenges for both educators and learners on a global scale. Inadequate technology resources and subpar Internet connectivity have adverse effects on online teaching and learning, as well as the overall administration of LIS programs. These findings align with previous research and are consistent with the outcomes of the present study. All groups of key informants in this research identified these technological challenges as fundamental and of significant concern. For example, the chairs of LIS graduate programs emphasized that technology infrastructure, including Internet connectivity, was not only indispensable for supporting online learning, but also crucial for facilitating effective communication between faculty members and students. Faculty members in this study echoed these concerns, expressing apprehensions regarding technology infrastructure issues such as unstable Internet connections, outdated devices, and online learning management systems. Earlier research likewise revealed that despite initially holding positive attitudes toward the adoption of e-learning at the onset of the pandemic, LIS educators encountered numerous challenges, including the lack of adequate technical infrastructure and limited Internet access (Igwela & Nsirim, 2020; Somabut & Tuamsuk, 2021).

This study affirms the critical importance of technology infrastructure and Internet connectivity within online learning environments. The graduate students who participated in this study overwhelmingly concurred that inadequate infrastructure and unreliable Internet connections significantly impeded their learning experiences. These findings align with a body of research conducted during the pandemic (Almahasees et al., 2021; Bestiantono et al., 2020; Muthuprasad et al., 2021). For instance, Almahasees et al. (2021) observed similar challenges among undergraduate students, including issues related to IT proficiency, limited opportunities for interaction, and technical difficulties stemming from the cost of network access. Furthermore, the abrupt transition from traditional face-to-face instruction to fully online learning across various platforms and devices introduced additional complexities not only for graduate students but also for faculty and staff (Wang et al., 2020).

Given that technology infrastructure, including Internet connectivity, hardware, and software, plays an indispensable role in online learning environments, both universities and LIS graduate schools must ensure its availability. This is essential for managing LIS graduate programs in the post-pandemic era, where online learning is prominent. LIS administrators should prioritize cutting-edge technology infrastructure, reliable Internet connectivity, and robust learning tools and systems, such as Microsoft Teams, Zoom, Blackboard, Google Classroom, and Google Meet, which are essential components for the successful adoption of online learning. Additionally, the participants in this study suggested adopting new technologies and utilizing suitable learning materials, such as interactive media and learning management systems supporting both synchronous and asynchronous learning activities. Similar results were also confirmed in literature. For example, Sukiman et al. (2022) discovered that Zoom supports real-time learning, enhances the efficiency of online education, and improves engagement between instructors and students, including those pursuing doctoral studies. Hence, providing such essential tools can greatly facilitate effective teaching and learning in this environment.

The lack of IT skills appears to be a major challenge in online learning during the pandemic (Igwela & Nsirim, 2020; Nimavat et al., 2021). This study confirms that it is also one of the major issues challenging LIS educators in the Thai context. It addresses the importance of IT skills and the necessity for developing IT skills among both educators and learners. Our findings show that LIS faculty members expressed concerns about their IT skills for online learning, while graduate students in the study felt confident in their IT skills. It is practical for LIS graduate schools to offer support and training to prepare both faculty and students for the online learning environment. Topics could include using online tools (Zoom, Microsoft Teams, Google Meet, Webex), assessment tools (Socrative, Google Forms, Quizizz), research tools (Survey Monkey, Qualtrics, Google Forms), and creating online interactive instructional media and tools (Nimavat et al., 2021).

Alongside technological challenges, the participants in this study expressed concerns about various personal challenges. These included time management, health and mental well-being, and a lack of social interaction. Additionally, the graduate students also addressed thesis and dissertation related issues as their primary concerns, including limited access to physical library space and minor research adjustments. These concerns align with findings from prior studies (Almahasees et al., 2021; Imsa-ard, 2020; Nimavat et al., 2021; Patricia Aguilera-Hermida, 2020; Thanavisuth, 2021). Patricia Aguilera-Hermida (2020) found that college students faced difficulties concentrating while learning at home, struggled to balance life-related stress, lacked motivation, and found online learning challenging. Contacting professors was also challenging. Understandably, these issues can impact students’ performance in an online learning environment. To prevent and resolve these types of problems, LIS graduate programs should provide online support and counseling on educational and health related issues, catering to both faculty and students.

5.2. Hybrid Learning As the Key for Post-Pandemic LIS Education

This study underscores the suitability of hybrid curricula and collaborative teaching and learning networks as strategies for transitioning beyond the pandemic. Hybrid learning, as evidenced, amalgamates the advantages of both face-to-face and online instructional modalities. It affords students the benefit of flexibility and self-paced learning, complemented by convenient 24/7 access to learning materials asynchronously. Simultaneously, it facilitates the maintenance of social interaction among students and faculty members during in-person activities. These findings align with prior research conducted by Romaniuk and Łukasiewicz-Wieleba (2022), and Sukiman et al. (2022), which similarly affirmed the appropriateness of hybrid learning as a post-pandemic educational paradigm. For instance, Romaniuk and Łukasiewicz-Wieleba (2022) and Sukiman et al. (2022) substantiate the proposition that hybrid learning remains a pertinent educational approach in the post-pandemic era. Sukiman et al. (2022) specifically accentuate the effectiveness of online learning at the doctoral level, both in terms of the learning process and its outcomes. While doctoral students in their study acknowledged the advantages of hybrid learning during the pandemic, they expressed a preference for face-to-face instruction in certain contexts. Consequently, the researchers recommended a balanced approach that considers the interplay between online and offline learning. For a master’s degree, a suitable proportion might be 40-50% offline and 50-60% online. However, for more advanced students such as doctoral students and candidates, Sukiman et al. (2022) find it prudent to reduce the offline component to 20%, allocating the majority—approximately 80% of the learning time—to online modalities. Our present study expands on this by suggesting that the 20% allocation for offline activities could encompass practical exercises and hands-on experiences, as indicated not only by faculty members but also by graduate students in our study.

When designing blended and hybrid learning for LIS online degree programs, administrators must consider content and communication in both synchronous and asynchronous modes (Franks, 2012; Romaniuk & Łukasiewicz-Wieleba, 2022). The absence of a social element can hinder hybrid learning success (Romaniuk & Łukasiewicz-Wieleba, 2022; Sukiman et al., 2022). Therefore, prioritizing social interaction is crucial. Hybrid learning should foster collaboration through online and on-site methods, cultivating a community of practice. For example, it can involve internship opportunities, inviting guest speakers or lecturers, and engaging in project-based learning. Furthermore, interdisciplinary collaboration is essential due to LIS’s intersection with other disciplines such as social sciences, humanities, archival studies, education, and management (Poole & Todd-Diaz, 2022). Integrating diverse perspectives fosters students’ knowledge and skills expansion. Additionally, for hybrid curriculum success, instructors should pay special attention to the curriculum’s objectives, strike a balance between online and in-person activities, and provide effective feedback, as well as evaluation and assessment. These factors offer opportunities for students to develop and showcase their achievements (Center for Teaching Innovation-Cornell University, 2022). Within a hybrid learning environment, a shift from a teacher-centered to a learner-centered approach is imperative. This transformation empowers students as independent learners, with instructors assuming the role of facilitators, guiding and supporting students in achieving their educational objectives.