Among the many sectors impacted by COVID-19 pandemic, education is one of the most affected where the existing system of students sharing spaces in physical classes is deemed too dangerous. As a response to the closure of schools and universities by the Malaysian government, Universiti Teknologi MARA was among the earliest that announced the continuation of semester via online learning. Immediately after the statement, students flocked to social medias expressing negative sentiments on the university's decision. They voiced possible difficulties such as inability to focus, problems accessing the Internet, and feelings of unfairness. These concerns of students are worthy of a study as they feel strongly about them even without having entirely gone an online learning experience at the time of announcement. With that in mind, this paper explores issues on learning during a pandemic by focusing especially on recent and early reports that have only been published once COVID-19 epidemic becomes a global issue. Result of these reviews on literature shows that these issues can be categorized into six: technological readiness, technological knowledge, financial, facility, emotional, and domestic situations. These six categories are not by any means conclusive and other arising issues discovered in the future may necessitate the creation of new categories. However, findings from the categories discussed here are enough to be used as a stepping point for further explorations. For example, as the backdrop against a research of students' experience after completion of online learning, where their earlier sentiments can either be verified, or challenged against.

In a university setting, lecturers are instructional designers responsible todesign and develop instructional materials to be used in class. Textbooksand presentation slides are among the sources used in the delivery ofknowledge. However, in order to facilitate different students’ learning styles,alternatives for textbooks must be considered, allowing the course contentto be organised in smaller chunks. This paper describes the developmentontology process using ontology learning technique. Ontology is a set ofknowledge which contains objects, concepts, entities, and the relationshipsamong them in a particular domain. In this study, the course chosen toanalyse the development of ontology is Fundamentals of Computer Science(CSC401). This is an introductory course taken by students during semesterone in the Faculty of Computer and Mathematical Sciences. Textbook is thesource used in developing this ontology. The technique chosen in this studyis a semi-automatic ontology development that can accelerate the processof producing a new ontology, while the development phases involved arethe ‘extraction of important concepts’ and ‘representation of ontology’.The result shows that an ontology can be represented in the form of visualgraph such as mind map. This matches the learning preference of visuallearners and enrich their learning experiences.

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Ethical considerations should be applied not only when faced with ethical situations when using information system, but even from the development stage of the system itself. In regards to this, Islamic ethical values are a feasible alternative to mainstream ethical theories to be used as a guideline for ethical analysis. An apt framework for ethical analysis of information system is socio-technical system. Socio-technical system facilitates identifying the various components of an information system and how ethical values can be embedded in these components.