Abstract
This study aims to discover the university student’s attitude and satisfaction towards online learning during COVID-19 in Malaysia. The survey method was conducted on 97 students from a university in Kuching to understand student’s attitudes and satisfaction in four major aspects; the learning materials, assessments, communications, and technological tools used and technical support in their emergency remote learning experience. The findings of this study show that most of the students have a positive attitude and satisfaction in the online learning delivery. This study revealed that relevant implications of instructional pedagogy approach and appropriate integration of technological tools can be very helpful to ensure the continuous success in delivering learning content during this COVID-19 pandemic time.
Highlights
This study revealed that relevant implications of instructional pedagogy approach and appropriate integration of technological tools can be very helpful to ensure the continuous success in delivering learning content during this COVID-19 pandemic time
As a result of the threat posed by the COVID-19, all tertiary education in Malaysia is to transition to remote learning through a virtual setting
This study focused on an extensive exploration of students’ attitudes towards the learning materials and assessments, communication, and interaction, and as well as the technology media and support incorporated in their online learning, which in return will help educators to provide a better instructional approach
Summary
The COVID-19 pandemic outbreak has plunged all the sectors of the educational field worldwide. Educators, and students worldwide of the higher education sector are forced to confront the unprecedented scenarios. In response to the widespread of the COVID-19 virus, the Malaysian government has imposed a subsequent Movement Control Order (MCO) as a safety measure. As a result of the threat posed by the COVID-19, all tertiary education in Malaysia is to transition to remote learning through a virtual setting. The closure and suspension of tertiary education face-to-face classes have interrupted the regular flow of academic programs (Jacob, Abigeal, & Lydia, 2020). Due to the rapid shift from a face-toface educational institution to a remote learning environment, it has been a challenge for educators to convert the curriculums into a virtual learning space, with the use of instructional technology
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