E-Learning Experience During Covid-19 Pandemic in Multimedia University
Nurul Aqma Salleh1*, Subbarao, A.2
1 Faculty Computing Informatic, Multimedia University, Cyberjaya, Malaysia
2 Faculty of Management, Multimedia University, Cyberjaya, Malaysia
*Corresponding Author: [email protected] Accepted: 15 August 2021 | Published: 1 September 2021
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Abstract: Every industry has been effected during this pandemic period and it affect in every other aspect even in a student life. Covid-19 impact is outrageous in Malaysia and there is no exception to our students in Multimedia University. E-learning has massive benefit for students but it also has disadvantage in between. The spirits among students are faded during online classes due they are having a difficulty in consulting their problems. Students having difficulty in consulting with their lecturer during this pandemic. The main aim of this paper is to study how the e-learning concept suitable for our students and lecturers during the Covid-19 pandemic. Qualitative approach was used in this study. About 20 students from Faculty of Informatics, Multimedia University were selected randomly from the classes to participate in this interview. Major findings of this study are the limitations, the challenges that the students were facing and the disadvantages of e learning. The findings were categorized according to the SWOT (strength, weakness, opportunities and threats) analysis which covers every perspective in learning.
Keywords: e-learning, pandemic, Covid-19, SWOT analysis
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1. Introduction
Covid-19 situation isn’t over, far from it. We’re in this for the long-haul. Most are feeling loss due to changes to their daily routine and ways of life. It first started in Wuhan, China on December 2019 and now the pandemic has been rising drastically each month or even worst, each day across the globe.
In Malaysia, COVID-19 was first detected in January 2020. It is now one of the nation’s maladies. Based on Malaysia Education Ministry on March 18 in a year of 2020 announcement,
“Movement Control Order” MCO has been declared to aimed in controlling the contagious diseases. Everyone inclusive an institution shall continue and carry out all recovery activities from home or via online through various tools to be implement which facilitated the lecturers and students to continue learning.
Learning mustn’t stop during COVID-19. Education has been the most important role in our life and without it, the perceived of civilization will not happen. Every industry has been effected during this period and it affect in every other aspect even in a student life (Bahasoan, Ayuandiani, Mukhram, & Rahmat, 2020). This pandemic indirectly forced every academician across the globe in every institution to learned an effective online learning, which facilitate seamless migration from traditional face to face to a virtual platform learning.
Thus paves towards an online learning or blended learning during this 21st century in a digital era is quite simple to understand and implement. Laptop, desktop, smart phone and the internet is the important, yet a major component in this e-learning phase (Radha, Mahalakshmi, Sathis Kumar & Saravanakumar, 2020). However, Multimedia University has been the first private university in Malaysia to be expose with a digital learning platform to their students.
The platform provides links to Google Classroom, Google Meet and Microsoft Teams as one of the medium in communication between students and their lecturer. E-books or a digital textbook is an important source provided by E-library of Tun Siti Hasmah, which can be access anytime and anywhere for student’s reference. As for interactive in learning, Edpuzzle (interactive application via video), Quizizz (quiz game) or Kahoot (game-based learning platform) is one of the teaching application tool been used throughout this outbreak.
The main aim of this paper is to study how the e-learning concept suitable for our students and lecturers during the Covid 19 pandemic.
This paper starts with the introduction. We discussed the literature review in Section 2 continued with the methodology in Section 3. Then, partial findings in Section 4 is given. Last is the conclusion.
2. Literature Review
Digital transformation has been a new phenomenal for any sort of education during Pandemic Covid-19. Whereby it has been transformed dramatically with the distinctive rise of e-learning.
Teaching is now undertaken remotely on a digital platform in this era. All sort of digital tools has been used for E-Learning or also called as a digital education (Kahoot, Edpuzzle, Google Meet, Whatsapp, Telegram) and it is part of a resources which takes place for an effective home-learning program nowadays (Rapanta,Botturi, Goodyear, Guàrdia, & Koole, 2020).
In persistence from post-pandemic and how such shift would impact the worldwide education market, some are still wondering whether this radical transformation of an adoption of learning will continues to be persistence, whereby drastically shift from traditional face to face classroom to a virtual teaching in many parts of the globes.
However, thanks to rapid developments in technology has made a distance education much easier and communication between students and lecturer is flexible nowadays in Malaysia.
Availability connection for an online learning is not only specification to a computer such as desktop or a laptop, it can also be any digital device that has a network connection. As long there is a network connection, interaction between lecturer and a student for an online learning can be anywhere and everywhere (Dhawan,2020).
Moreover, millennial generation is a generation that are active and has an earlier exposure of social media in an early age. Most students belong to the generation has been adapt and in the use of technology tools and resources for a long time (Evans, Bay, Wilson, Smith, Lachman &
Pawlina, 2020).
As is the case in learning/teaching via online/digital, it should be viewed dialectically and in other words, there are challenges or SWOT (strength, weakness, opportunities and threats) in
every perspective in learning through a digital platform rather in a student’s eye or vice versa (Le Grange, 2020).
Figure 1: SWOT Analysis
Besides with all the allegation during pandemic for our students and the lecturers, there are a number of strengths developing by using the E-Learning practise. E-Learning practise is also theoretically known as a wider platform and a common philosophy been given for the development (Nichols, 2003). Looking at the bright side of having an online learning is the leisure of flexibility. When we talk about leisure, it is accessible anytime anywhere as long there is a network connection. E-learning definitely far more convenience from face to face classroom and it benefits not only to the students but as well to the lecturer side in anyway, either distance for those who stay far from campus or time consuming for those have to multitask before rushing to the campus. When convenience is there, indirectly there will no pressure to anyone. No bias will be one of the strength of having an online learning. Students will not be justifying and been bias for their appearance while having a face to face communication with the lecturer.
The rapid development of the internet and communication during this era, it has also brought changes in learning concepts (Aung & Khaing, 2015). Despite from the growing demand for the E-learning concepts, nowadays network is also one of the biggest weakness for an online learning. Strong network connectivity is needed and a must to have, for a smooth and clear two-way communication between students and lecturer via communication. Fail to do so, there will be a break down interaction or communication between both parties. and lack of interest would be fond from both sides. A virtual face to face communication would definitely can’t replace with a warm tone of voice with a soft yet comfortable eye connection between a students and lecturer for a boost of motivation. The feel is different; the approach is different.
The fundamental towards online learning brought some opportunities towards both parties. The changes of a traditional nature on how people learn and teach brings them to the new thinking perspectives on how to conduct or manage as an individual at the own convenience (Nagy, 2005). University can expend the capacity of students and approach more lecturer without having to cater for some extra facilities. Pandemic is unprecedented in its global reach and impact and indirectly cause an impact in an economy. However, an online learning brings some opportunities to those who are effected financially in gaining an extra income by having an online class.
Distraction is one of the challenges in having a leisure in flexibility and it is also called as threats for e-learning. A 100% attendance of a students doesn’t ensure the present of them being in front of the screen and listen to every sentence been taught during an online learning.
SWOT STRENGTH
OPPORTUNITIES THREATS
WEAKNESS
Lack of focus can be gain for multitasking during those periods. The e-learning implementation endeavours to measure the quality of the system is also an operational risk for university (Syed, Ahmad, Alaraifi & Rafi, 2021).
3. Methodology
In advance of digital technology, traditional teaching has been practical but has become something in the past. Online learning method means lecturer and students will not meet physically in a classroom (Keshavarz, 2020).
They are connected and interact with each other across the countries via Zoom or Google Meet for an online teaching. Teaching is not based by written on a piece of paper anymore but now it has been changed in an attractive and innovative way by tools. Lecture been played by an interactive video, which as well being able to be repeated by the students anytime anywhere and by survey it has been one of the effective ways for a student. Quizzes can be transformed by playing games and this is one of the attractive ways to attract student to learn via online.
Since the teaching has been shifted to the online mode during the pandemic, all the classes were conducted online. Data was gathered using interview approach. The interview instrument consists of the limitations, the challenges that the students were facing, what are the pros and cons of e learning was created. About 20 students from Faculty of Informatics, Multimedia University were selected randomly from the classes to participate in this interview.
After the interview, data was transcribed using Microsoft Word document. Then, data was analysed. The findings were categorized according to the SWOT (strength, weakness, opportunities and threats) analysis which covers every perspective in learning.
4. Results
Part of our findings are given in Table 1.
Table 1: SWOT Analysis S
Strength
W Weakness
O Opportunity
T Threat Wider development
and accessible anytime .
Weak internet connection.
Flexibility in doing it anywhere anytime.
Assurance in understanding the lecture during online.
Able to multitask with other task while doing it from home.
Difficulty in completing task on time.
Opportune in gaining extra income during the pandemic.
Lecturer who has children will be having a difficulties situation in focusing.
Learn to be discipline in time management.
Full attendance is the phase in rarity during this period.
Students able to prepare themselves before entering classes.
Teaching equipment may not be sufficient with online classes.
5. Conclusion
The main purpose of this paper is to study how the e-learning concept suitable for our students and lecturers during the Covid 19 pandemic. Each challenges and the limitations faced by the students were categorized according to the SWOT analysis. These finding shows the evidence of the contribution towards the e-learning during the Covid-19 pandemic.
References
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Radha, R., Mahalakshmi, K., Sathis Kumar, V., & Saravanakumar, A. R. (2020). E-learning during lockdown of Covid-19 pandemic: a global perspective. International journal of control and automation, 13(4), 1088-1099.
Rapanta, C., Botturi, L., Goodyear, P., Guàrdia, L., & Koole, M. (2020). Online university teaching during and after the Covid-19 crisis: Refocusing teacher presence and learning activity. Postdigital Science and Education, 1-23.
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