The digitalization of education, accelerated by the COVID-19 pandemic, has
fundamentally transformed the learning experience across global institutions,
particularly in Asia where higher education is expanding rapidly. This paper
explores the relationship between digital pedagogy—the strategic use of
technology in teaching—and learning outcomes in online classrooms within
Asian universities. It aims to assess whether digital teaching methods have
improved student engagement, comprehension, critical thinking, and academic
performance.
The study adopts a mixed-methods research design, combining
quantitative data from 500 students across 10 universities in India, Malaysia,
Thailand, and Indonesia, with qualitative insights from 25 faculty interviews.
Key pedagogical components examined include interactive tools, learning
management systems (LMS), multimedia content, real-time feedback, and
flipped classroom strategies. Two tables are included: (1) comparative
effectiveness of digital tools in student learning and (2) correlation between
digital pedagogy attributes and self-reported learning outcomes.
Findings reveal that interactive platforms (e.g., Google Classroom,
Moodle), live discussions, and multimedia-rich content positively affect
comprehension and retention. However, disparities in internet access, instructor
digital skills, and lack of student motivation remain persistent barriers. The
study also finds that digital pedagogy is most effective when integrated with
active learning models and personalized feedback loops.