Chapter 5: Discussion & Conclusion
5.2 Discussion on the related themes
5.2.1 Perception of Malaysian undergraduates towards the E-learning approach during the pandemic period
time by learning digitally and selecting classes depending on their own availability which increases their spirit to learn more about the related subject based on their course.
Besides, an educational constructivism concept that places the student at the center supports e-flexibility. The focus is on learners' learning autonomy since e-learning is a
"learner-centric" educational style (Looi, 2021). This "learner-centric" educational approach gives students a wealth of learning options and empowers them to take greater ownership of their education. As a result, learning effectiveness and efficiency are increased, as are higher-order thinking abilities like questioning, creativity, and problem solving(Looi, 2021).
Besides, E-learning allows students to readily access and share resources through various materials as mentioned by the interviewee from QUEST and UTAR. The sharing of materials widens their scope of learning, either by direct upload to ready-made cloud storage or distribution via any type of social network (both formal and informal), boosting student collaboration, particularly in the group or project-based learning contexts (Pustika, 2020).
Besides, satisfaction with online learning is a notable indicator of a student's intent to continue with online courses in the long run. since the educational field is rooting to achieve optimum digital literacy. While some interviewees perceive that impromptu and hasty transition to elearning - with no training, totally inadequate network capacity knowledge, and little planning to the approaches. Others believe that this rapid shift to e-learning via a new hybrid model of education will result in weak user experience that is detrimental to the learning platform's long-term growth. (Paulsen & McCormick, 2020). Besides, flexibility in e-learning can provide free time to students to adjust their time by themselves during E-learning so that they can manage their time effectively in their daily life. The proper balance of academic achievement and daily activities can develop the students' motivation to learn and utilize educational technology. Lastly, time management enables the interviewees to allocate and spend the time provided wisely onto the related and important content .
Interviews also do perceive the e-learning is a great way assimilate with technology to enhance the digital knowledge which can be useful during their career development; they also mentioned that eLearning has skills we acquire to live, learn and work in a society where communication access to technology is speedily elevating through many platforms.
Numerous researchers believe that the incorporation of information technology into educational settings will be amplified even further, and that digital learning will eventually become an essential part of educational curriculum. Malaysian educational institutions, particularly those at the tertiary level, have ventured on an unprecedented journey to achieve
a compromise between the MCO regulatory requirements and the resumption of studies for their pupils (Mahmud & Bakar, 2020).
E-learning is growing exponentially in higher learning institutions as an outcome of the rapid advancement of technology over the years, as well as the current Covid-19 pandemic situation, and has preceded changes in the mechanisms of learning and teaching in Malaysian universities. Interviewees explained that the highest benefit of their learning experience is the adaptivity and encouragement from the tutors to uplift their enthusiasm to use the existing platforms to learn and evolve. Traditional methods are conventional based on their perception and they prefer online platforms more especially students from Quest and UTHM university since the facilities provided are top notch. During the Covid-19 pandemic, the concern for higher learning institutions is to provide survivable and purposeful learning experiences through the right e-learning courses or programmes that can enhance tertiary students' self-development and academic achievements. The interviewees' perspectives of the approach differ depending on the course and adoption behavior.
As academic institutions rely primarily on e-learning tools and strategies to deliver instruction, the challenge for software developers, higher education administration staff, and educators is to develop the best e-learning opportunities for learners (Chung, Subramaniam &
Dass, 2020). An ideal e-learning curriculum would provide students with a broad range of online tools and resources to assist them in enhancing their learning capacity and guide them to become self-directed students. Furthermore, an e-learning program should also provide beneficial activities and materials that can stimulate learning interest among students and alter the negative attitude of some students towards online learning. This amendment of perception needed to improve their self-motivation towards studying. If such aims can be achieved then the program can be said to be successful (Ismail, 2021)
Furthermore, Mahmud et al (2018) believe that students’ favorable views and their presumption in the effectiveness of e-learning, as well as their lecturer's competence and dedication, assist them in maintaining their good attitude toward it and, as a result, energies them to be fully engaged in the learning, which improves their output. As a result, students will recognize and value the chance to acquire knowledge through an effective and appropriate e-learning course. Similarly, Peng (2010) contends that students' acknowledgment and mindset toward a specific e-learning course are crucial to determining the course's success and guaranteeing their passion and commitment and interest in it. A few past studies have also demonstrated the significance of students' positive attitudes toward
e-learning programmes and their presumption that it has changed their bad perceptions of learning (Ismail, 2019).
Most of the private university interviewees stated their knowledge about online platforms, implementations and related subjects has elevated due to constant practice and interaction in digital education. Multiple findings show that instructionally more source of innovation and interacting e-learning had a positive influence when compared to standard and passive face-to-face learning guidance (Ismail, 2019) According to interviewees' perceptions, effective e-learning instruction can lead to improved self-motivation, effective instancy, and interaction within the surroundings of online teaching and learning among the people participating. Thus, according to similar findings, students felt more encouraged and had positive perceptions toward e-learning, making a contribution to one of the key qualities of computer-assisted elements' accomplishment (Stephens & Coryell, 2020).
During the COVID-19 pandemic, Chung and Mathew (2020) conducted a study to determine whether university students' identity, study programme, geographical area, and internet access influenced their online learning contentment and plan to continue using online instructional skills. Through this semi structured interviews with various students form government and private universities it has unleashed their perception in depth and their experience using these online learning approaches. They are novice to a full time online learning environment however the constant practice and involvement has prepared them fully for the requirement. This proactiveness is acquired and implemented by most of the interviews in this study to track their progress to maintain their academic performance throughout a semester. The self-motivation they gain from these online learning platforms solely depended on their behavioral factor because some of them admitted to taking advantage of the facilities and privileges provided in online platforms. Semi-structured interviews were used to collect data from 15 students from several public and private universities in Malaysia to learn about their experiences and adaptation to learning. Besides, the finding of this study also shows that the interviewees in a smaller scale have the capacity to rebuild their character development to assimilate and make use of the freedom given in online platforms. They prefer and practice independent learning which is developing their hard and soft skills for the future. Moreover, the students have convinced that the interaction and communication within members and tutors varies according to the platform.
The findings revealed that 76% of the respondents were satisfied with their online learning because it offered them an opportunity to explore and venture into a new learning
system with independent learning. They mentioned independence in obtaining knowledge without solely depending on one source which is the lecturer helps them to commit fully to the task given . In terms of their plan to continue employing online education in the future, students encourage the future generation to equip themselves with digital literacy which can be fruitful in the long run.
The reciprocation in the traditional method is more rapid compared to online where students complained about the period of waiting to receive replies for their emails or inquiries. Such situations have developed the students to practice self-learning through various platforms. Interviewees mentioned the connection problems are contemporary and they need to be more proactive in resolving these issues which encouraged them to practice prompt critical thinking. They believe the limitations can be overcome through efficient contingency plans.Additionally, because universities create policies to aid students, they will assist students during their time spent learning online. Institutions should provide a learning environment that meets the demands of the instructors and creates a platform that is innovative, collaborative, safe, welcoming, and up to date with high-quality interactions between students and instructors(Kulikowski et al, 2021). Participants at all levels have said that institutional support is crucial for the adoption of e-learning. Researchers have discovered that the university atmosphere and administrative personnel who were approachable, courteous, and responsive to students' demands substantially influenced how satisfied students were with their online courses(Kulikowski et al, 2021).
5.2.2 Effects of the E-learning approach on the university policy of Malaysian