1. Introduction
The sudden emergence of COVID-19 led to the unexpected closure of educational institutions across the country. Authorities have since proposed alternatives to traditional teaching methods in a bid to ensure students remain up to date with their studies whilst preventing the spread of Coronavirus. A formal learning system involving the use of electronic resources is termed e- learning. Although teaching can take place inside (or outside) a conventional classroom, computer technology and the use of the internet are key components of e-learning (Aboagye et al. (2020).
E-learning has been considered the best mode of instruction as it guarantees social distancing when International Journal of Education and Pedagogy (IJEAP)
eISSN: 2682-8464 | Vol. 4 No. 3 [September 2022]
Journal website: http://myjms.mohe.gov.my/index.php/ijeap
UNIVERSITY STUDENTS’ PERSPECTIVES ON THE DISADVANTAGES OF ONLINE LEARNING DUE TO COVID-
19
Jane Xavierine M Xavier Thayalan1*, Nor Masheera Abdul Manaf2 and Saarah Aboubakar3
1 3 Faculty of Education and Liberal Arts, INTI International University, Nilai, MALAYSIA
2 Faculty of Business, Law and Communication, INTI International University, Nilai, MALAYSIA
*Corresponding author: [email protected]
Article Information:
Article history:
Received date : 22 August 2022 Revised date : 22 September 2022 Accepted date : 25 September 2022 Published date : 27 September 2022
To cite this document:
Xavier Thayalan, J. X. M., Abdul Manaf, N. M., & Aboubakar, S. (2022).
UNIVERSITY STUDENTS’
PERSPECTIVES ON THE DISADVANTAGES OF ONLINE LEARNING DUE TO COVID-19.
International Journal of Education and Pedagogy, 4(3), 222-228.
Abstract: Considering the sudden shift to online teaching due to COVID-19, a qualitative survey was conducted on 96 INTI International University students to uncover their perspectives on the disadvantages of online teaching and learning. The data, collected by an online questionnaire, was analysed using percentage and frequency. Results indicated that poor network and connectivity were the most disliked elements of online learning. Adding to this, lack of interaction, distractions and one-sided learning were mentioned as further disadvantages.
Keywords: Online teaching-learning; COVID-19 pandemic; students’ perspective.
close contact can be detrimental. Nonetheless it has its challenges and copious research suggests that students are less likely to benefit from this type of education (Lizcano et al. (2020).
Many of those studying virtually believe that e-learning platforms enable them to better manage their studies and provide them with easier access to teachers and teaching materials (Gautam, 2020;
Mukhtar et al. 2020). Both academics and students acknowledge that online learning methods allow access to education from anywhere which is especially efficient when physically attending classes is not possible. Moreover, associated travel and other costs are also reduced. However, E- learning has many drawbacks, one of the main ones being that knowledge is acquired only on the basis of theory without the application of practical skills. In addition, it hinders students’ chances of having a personal learning experience which is crucial for many learners and educators. Another issue related specifically to online assessments is that the questions can be limited and objective.
Security, user trustworthiness of online learning programs and technology misuse are among further challenges of e-learning (Gautam, 2020; Mukhtar et al. 2020). Therefore, this research was conducted to understand the difficulties and challenges of e-learning in higher education as these issues potentially affect both students and the quality of trainers who provide material.
2. Literature Review
E-learning and Student Adoption Perception
Educational technology is becoming more central, but the demand for e-learning is critical for simulated learning experiences and authentic learning opportunities (Eltahir, 2019). In the early days of e-learning, teachers focused on preserving classical learning (Basilia, 2020). e-learning has proven to be an ideal response to the global pandemic (Siron et al., 2020). E-learning is demonstrated through technology characteristics such as 'practicality' and 'ease of use' (Renda dos Santos and Okazaki, 2016; Al-Samarraie et al., 2018). Online education is transforming higher education, allowing students to share ownership and responsibility (Bond et al., 2018). It is therefore reasonable to examine the main challenges students face in online learning environments and their adaptability.
In a study by Rehman et al, they found that students’ perception towards e-learning influences their satisfaction, loyalty, word-of-mouth, and intent to re-enroll (Rehman et al., 2020). The study also identified various challenges such as lack of ICT infrastructure, technical skill gaps, and financial hurdles in adopting e-learning platforms. During the pandemic emergency in countries like Pakistan, Bangladesh and India, many students did not have the accessibility to take online classes. There are some barriers, such as poor curriculum in the adoption of e-learning in schools (Shehzadi et al., 2020). The findings of this study revolve around identifying various challenges such as lack of ICT infrastructure, technical skill gaps, and communication barriers and lack of social skills in adopting to e-learning platforms.
The Impact of Social Presence and E-Learning
When COVID-19 hit and forced educational institutions to go fully online, many challenges emerged, and social presence included. Social presence is based on the human communication
virtual environment which requires psychological involvement that includes intimacy and immediacy”. According to Garrison (2010), the lack of social presence may lead to frustration and compromise affective learning level. This is proven by Ellen, Geetha, and Laura (2020) study which found students’ learning processes in online learning environments are hampered due to no engagement and participation from students and the absence of human touch.
Many past studies have found that social presence affects how and what students learn in an online learning environment (Bulu, 2012; Garrison, Cleveland-Innes, & Fung, 2010; Wei, Chen, &
Kinshuk, 2012). Furthermore, in Gunawardena and Zittle (1997) study of satisfaction within a computer-mediated conferencing environment, social presence was found to be a strong predictor.
In a more recent study, Turk, Heddy, and Danielson (2022) also found social presence influenced the perceived satisfaction of students’ autonomy, competence, and relatedness. Hence, positive social presence is necessary to create a supportive online learning environment.
2.1 Problem Statement
This study aims to identify issues related to shortcomings and barriers faced by students studying on e-learning courses in a private university in Malaysia. The study population consisted of students from the Faculty of Education and Humanities department at INTI International University.
3. Method
This paper used a quantitative approach as the methodology. An online questionnaire was devised to garner responses for the respondents. A five-point Likert scale design was used alongside open ended questions. There were 26 questions asked in total i.e., 24 Likert scales questions and 2 open- ended questions.
3.1 Materials
The total collected responses were 96 in number. To examine the experiences of students concerning online learning, the findings are presented in the sequence of questions or statements of the questionnaire.
3.1.1 Samples
The subjects of this study were 96 students at one of the private universities in Malaysia who are from multidiscipline. This paper focuses on unravelling the challenges of social presence while the students are learning online.
3.1.2 Procedures
An online questionnaire was administered to the respondents via Google form. There were 26 questions asked in the questionnaire. The respondents were required to answer all questions. After responses were collected, the data were input into SPSS to be analysed.
3.2 Data Analysis
Table 1: Students’ perceived disadvantages of collaborative work during online learning
Item Strongly
Disagree f
(%)
Disagree f
(%)
Sometimes f
(%)
Agree f (%)
Strongly Agree f (%) 1 Group members felt free to
criticize the ideas, statements, and/or opinions of others
6 6.3
17 17.7
30 31.3
36 36.5
8 8.3 2 Group members felt that they
were attacked personally when their ideas, statements and/or opinions were criticized
15 15.6
34 35.4
31 32.3
13 13.5
3 3.1 3 Group members grew to dislike
others
16 16.7
41 42.7
26 27.1
10 10.4
3 3.1
4 Group members were
unreasonable
19 19.8
36 37.5
30 31.3
9 9.4
2 2.1 5 Group members gossiped about
each other
18 18.8
39 40.6
23 24.0
13 13.5
3 3.1 6 Group members did not take
others seriously
15 15.6
33 34.4
26 27.1
18 18.8
4 4.2 7 I did the lion’s share (most
work) of the work
10 10.4
15 17.7
23 24.0
32 32.3
10 10.4 8 I feel lonely in the ODL
environment
6 6.3
17 17.7
30 31.3
33 33.5
8 8.3 9 Group members were suspicious
of others
18 18.8
35 36.5
31 32.3
11 11.5
1 1.0 10 Group members obstructed the
progress of the work
11 11.5
28 29.2
36 37.5
17 17.7
4 4.2 11 Group members disagreed
amongst each other
18 18.8
39 40.6
25 26.0
10 10.4
4 4.2 12 The group had conflicts 23
24.0
27 28.1
28 29.2
15 15.6
3 3.1 13 Group members were not
willing to turn on the camera 6 6.3
13 13.5
30 31.3
36 36.5
10 10.4
Other Selected Comments (Open-Ended Questions)
Table 2: Most disliked elements of online learning (open responses) Top five most disliked elements Percentage
Poor network and connectivity 44.51%
Distractions 16.75 %
Lack of interaction 14%
Poor comprehensibility of content 14%
Lack of support 10.74%
4. Results and Discussion
E-learning has some disadvantages (Hameed, Badii, & Cullen, 2008) that must be evaluated by educational institutions and educators. Based on the results indicated in Table 1, the biggest disadvantage when it came to collaborative work is, students found there was a lack of accountability for things said online due to the absence of visibility (36% agreed). Group assignments were perceived to be one-sided as 43.7% students agreed and strongly agreed that the majority of work was done by them and they did not get the support required from other group members. Some students pointed out that they felt lonely in the ODL environment (33.5% agreed).
In studies (Bullen, 1998; Hara and Kling, 2000; Zembylas et al., 2008), it was discussed that lack of communication may cause isolation and loneliness among students using online learning platforms.
It was also pointed out that the majority of the students did not want to turn on their cameras in virtual classrooms which makes the communication between students even more difficult.
Students were asked to give open responses regarding elements they disliked about online learning.
The analysis revealed that many students faced connectivity and network related issues while learning online (44.51%). The mentioned responses highlighted the difficulties in getting good internet connection and speed for online classes. Following this, 16.75% students found online learning very distracting because of elements such as noise, poor management, advertisements, etc. Many students use a mobile phone for online learning, and calls and text messages in between classes could be prime distracting factors. In frequency, distraction was followed by lack of interaction (14%), poor comprehensibility of content (14%) and lack of support (10.78%). It was further found that few students found it stressful (7.35%), inflexibility (5.39%), lack of concentration (2.45%), lack of suitable device (2.45%), irrelevant content (1.96%), negligence (.98%) and no feedback (.49%). Some narrative responses are given in verbatim:
“One time I emailed my assignment to a lecturer on BB but he said he never received my assignment. So, I checked BB and for his class the email was set to some two other lecturers. I informed him that but he said that it was tools late and cut a whopping 20% off my grade.”
“Communication with the professor in class becomes difficult and the professor has difficulty communicating his ideas through online classes.”
“Lecturers purposely ignore or do not reply the message. Group members don't care other parts and outcomes; they just do the part they choose/allocated.”
“Poor internet connection and other technical problems”
“It was so boring in class and was sometimes awkward when trying to start a conversation.”
5. Conclusion
The analyses of this study show that students do not enjoy online learning mainly due to poor network connectivity. Based on these findings, it is suggested that necessary technical changes must be made in online learning design to facilitate peer interaction, support and socialization in an online learning environment. Online platforms should be designed in a manner that provides opportunities for interaction between teachers and students and students- students because interaction is a key variable that influences the quality of online learning (Phipps, 2015).
Furthermore, academicians can adopt collaborative learning methods to facilitate interaction among peers, increase students’ satisfaction and participation and cultivate social relationships (Tinto, 1997). It is also suggested that instructors implement innovative teaching methods, the latest learning styles and a variety of active assessment strategies may help students enhance their learning in an online environment.
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