The impact of virtual learning on Multimedia University student performance: a cross-sectional study

Abstract

Background: The Covid-19 pandemic has imposed adaption to virtual learning for students and educators across all levels of education in the world. The effectiveness of virtual learning varies amongst age groups. It has been suggested that the adoption of virtual learning will continue to be implemented even after pandemic, particularly in higher education. Therefore, it is crucial to validate the effectiveness of a virtual learning approach among university students to ensure a smooth transition from a conventional education model to a hybrid education model. Thus, this study aims to evaluate the impact of virtual learning on students’ performance in a virtual classroom. Methods: We analysed survey data collected from undergraduate students at Multimedia University, Malaysia. Convenience sampling and self-administered online surveys were used to understand the impact of virtual learning. Multiple regression analysis was performed using SPSS software Results: A total of 210 first and second year degree and diploma students responded to the online surveys. Factors affecting virtual learning were segregated into three categories: virtual teaching techniques, technology issues, and environment distraction. Respondents stated that the critical factor that affect the effectiveness of virtual learning and impacts on students’ performance was the virtual teaching techniques employed by educators. Conclusions: This study concluded that virtual teaching techniques have significant impact on students’ performance whereas technology issues and environment distraction do not significantly influence students’ performance during virtual learning. Although this study is limited to students from Multimedia University, it lays the groundwork for future research to involve students from other universities or other countries. A future study can address more factors that affect virtual learning and students’ performance, such as students’ attitude and motivation.

Revisión sistemática de la literatura sobre integración tecnológica en el aprendizaje en línea

“…De los artículos revisados, tres se enfocaron en analizar las experiencias de los estudiantes y profesores (Adiguzel, 2020;Ali, 2018;Mtebe, 2013). Mientras que siete de ellos se centraron en la evaluación de factores psicológicos que intervenían en la modalidad y aprendizaje en línea (Almendingen, 2021;Gaddis, 2020;Haxhiymeri, 2021; Nadiahan, P á g i n a 585 2021; Olmos-Gómez, 2020;Osmani, 2021;Toong, 2021). Un estudio se centró en la medición de la metodología y la percepción de los estudiantes (Buch, 2017), a su vez otro estudio estuvo enfocado en el aprendizaje autorregulado y aprendizaje de las matemáticas (Ishartono, 2022).…”

Modeling Analysis, Findings, Development, Organizing the Material and Learning for Students in Islamic Boarding Schools

“…The three instructional goals of cooperative learning are academic achievement, tolerance and acceptance of diversity, and development of social skills. Cooperative learning model is very helpful for students in growing cooperation, critical thinking, helping group friends in understanding the material and completing the tasks together (Toong et al, 2021).…”

Влияние Вовлеченности И Взаимодействия Студентов В Онлайн‐учебных Сообществах На Академические Достижения: Обзор

“…Many students use online platforms to facilitate communication, knowledge exchange, and collaborative project work. The influence of such virtual environments on academic success is a subject of keen interest among educators and researchers [59]. Findings indicate that involvement in online communities positively correlates with improved learning outcomes and student performance.…”