COVID Pandemic 19 has created a significant challenge to educational institutions, teachers, students, parents, government authority, and other stakeholders of educational institutions around the world, with no exception of Nepal, situated in the Himalayas. The available digital pedagogy design in Nepal today is based on traditional pedagogy as a supplement to the face-to-face class experience, which may hinder the practical students' learning experiences and their rights to quality online courses for a long period. This study aimed to examine the students' experiences and opinions on the availability of digital pedagogy features during online courses in Nepal's Higher educational institutions. Quantitative data were collected from 459 Nepalese college and university students by using a self-administrated online survey. The statistical results show that students were not satisfied with the current digital pedagogy practices of online classes. The difficulties faced include the low quality of the online course design, hardware and software, content quality, and supportive digital learning method. The results further indicate that there was a significant association between temporary educational strategy, students' motivation in digital pedagogy, quality of digital pedagogy, standard features of the digital pedagogy, and students' experiences for their satisfaction with digital learning methods in Nepalese Higher-level educational institutions. This study's implication will help educators of Higher-level institutions and policymakers improve digital learning pedagogy.

Keywords: Educational institutions, Covid-19, digital pedagogy, learning satisfaction, online education

Author(s): Dr. Basanta Adhikari, Sharad Chandra Kafle, Cha-Hsuan Liu, Krishna K.C.