The rapid occurrences of Corona Virus Disease (Covid-19) have posed various challenges to our society, including the quality of the education system in Malaysia. The current study aims to first measure the impact of demographic variables (gender, age, and education level) and non-demographic variables (perceived usefulness, perceived ease of use, and technological factor) on e-learning satisfaction among students from a higher education institution in Malaysia, and to construct a student satisfaction prediction model subsequently. A structured questionnaire survey was administered to a total of 344 respondents and the statistical analysis of the Chi-Square test and Multiple Regressions was performed. The result of the study reveals that the satisfaction of students on e-learning experience during the pandemic is significantly correlated to gender. The study further shows that three dominant variables, namely perceived usefulness, perceived ease of use, and technological factors are significant factors that influence the satisfaction level of student's learning in the e-learning environment. The findings of the study will be beneficial to policymakers to identify the level of student satisfaction on e-learning education during the COVID-19 pandemic and may provide evidence-based data to improve the learning performance of students.

The arrival of advanced communication and information technologies has changed the method of teaching and learning in the 21st century. Thus, different types of impactful teaching approaches have been applied by educators to ensure that the focus of education is not only to deliver knowledge but also to cultivate students’ problem solving, creativity, collaboration and communication skills. In view of a subject which is totally new to students, they need time to learn and practise the skills learned which include listening, speaking, reading and writing. However, the credit hour for the particular subject is only two hours per week, which is a challenge for the lecturer to guide students in achieving the learning outcomes of the subject and to implement the teaching and learning process. Therefore, the scaffolding teaching method was chosen as an action research to see the impact on student’s learning. The focus of the study was Introductory Mandarin Level 1. The new roles of teachers were applied through a mechanism including self-learning, group discussion, and presentation. Lecturer had designed and created self-learning notes as a reference to help students understand the particular lesson, facilitated students using effective questioning skills and summarized the lesson at the end to scaffold students’ learning. At the end of the semester, students were required to answer a survey questionnaire regarding teaching and learning. This approach gave a positive result which showed that it managed to motivate students to participate in class. Students enjoyed the activities in class and were more active and confident to express their ideas as they understood the topic well during their discussion rather than one way lecture in the class. Keywords: Scaffolding, Google Slides, Google Classroom, Online Distance Learning

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