No abstract

Online learning has become an inevitable mode during Covid-19 that propels education in many countries including Malaysia ahead of time. An approach that is claimed to be time and space effective is a solitary journey to many learners. Connectivism theory, however, proposes four main principles that should exist in any learning experience. Thus, this paper investigates online learning through connectivism theory to determine whether diversity and openness, connectedness and autonomy have any influence on online learning. This quantitative study used a survey questionnaire that is divided into three main sections with 21 items to elicit the answers for the research questions. The results from 116 respondents among undergraduates determine that diversity and openness, connectedness, and autonomy have positive influence on online learning experiences. The study also determines that there is a positive significant association across variables in connectivism. This implicates the need to include these principles in the design of online learning.

The Fully Online Learning Community (FOLC) framework was authored by Van Oostveen (2016) based on a social constructivism theory that proposes all knowledge develops as a result of social interaction. Amid Covid-19 pandemic, students and instructors alike are forced to be part of this community of which their experiences with 'social presence' are crucial to inform curriculum designers the efficacy of online learning curriculum, Thus, this paper aims to look into the online learning experiences among a group of students of a language programme particularly on their social involvement: instructor's delivery and peer interaction. A six-stage thematic analysis (TA) (Braun & Clark, 2006) was used to code the data from 256 respondents of an open-ended questionnaire. A total of 11 recurring themes were found for instructors' delivery: platform, material, delivery technique, interaction, support, feedback, live session duration, availability, instructors' characteristics, mode suitability and materials accessibility. However only six themes were coded for peer interaction: activities, support, mode suitability, platform, cooperation, and the Internet connectivity. These themes correspond with seven of the nine dimensions of online learning design proposed by Means, Bakia and Murphy (2014) which are modality, pacing, instructor role online, student role online, online communication synchrony, pedagogy, and source of feedback. In conclusion, TA is useful in informing curriculum designers and instructors to improve the existing online learning curriculum and practices while the students can benefit to become better learners in online learning.