Abstract
Flexible online programmes and learning are gaining popularity as a means of educating students. It can also facilitate the delivery of knowledge to pupils, as well as facilitating the learning process. The purpose of this study was to investigate Online Learning Challenges following the Covid-19 pandemic outbreak in Malaysia. This study employs the qualitative and Fuzzy Delphi Method in collecting the data. In the qualitative research phase, open-ended questions were distributed to 118 participants, while in the Fuzzy Delphi phase, expert questionnaires were distributed to 7 experts in the field of study. Qualitative data were analysed using Atlas-ti software, whereas Fuzzy Delphi data was analysed using Fudelo 1.0 software. The qualitative study discovered that students confront seven significant challenges: internet coverage, mental fatigue, learning devices, environmental disturbance, pedagogical challenges, lack of motivation, and social interaction.Meanwhile, the fuzzy Delphi analysis of the expert consensus of the theme is at a reasonable level. The overall expert consensus agreement findings exceed 75%, the overall value of the threshold (d) is 0.2, and the -cut exceeds 0.5. The study provides important insights into online learning issues and the fields for further improvement. This study also discusses the avenue for future research by future researchers for more significant benefits and contributions to knowledge in general.
Highlights
The transition from the non-digital period to the digital era occurs at a frenetic pace in this century
This study aimed to explore the online learning challenge in the Malaysian Higher education setting
The open-ended question was given to students who were undergoing online learning during the Covid-'19 MCO
Summary
The transition from the non-digital period to the digital era occurs at a frenetic pace in this century. The demand for technical components is increasing and pervading numerous sectors, most notably in the higher education sector. Whether we like it or not, adapting to online technology, the Internet, and new media is regarded as a critical prerequisite of this current era. Digital transformation can be perceived as a summary of all the digital processes needed for the transformation, equipping universities with the opportunity to implement digital technology optimally [1,2,3] This process includes adequate strategic preparation, trust creation, process reflection, merging and strengthening all participating parties, mutual collaborative and organisational knowledge [3]. The purpose of learning is to equalise knowledge, but if technology is the cause of knowledge delivery dropouts, technology's function in higher education is underutilised
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