The Online Learning and Students’ Fear of COVID-19: Study in Malaysia and Pakistan

Munir, Farhat; Anwar, Aizza; Kee, Daisy Mui Hung

doi:10.19173/irrodl.v22i4.5637

Cited by 16 publications

(12 citation statements)

References 36 publications

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“…The possible reason for this finding may rely on current situation of socio-cultural aspect in Malaysia, where not all students have privileged access to technology due to some constrains such as economy, lack of internet facility, and limited access to digital devices. This finding is supported by Munir et al (2021) and Yusuf (2020) who reveal five major challenges faced by teachers and students in Malaysia during the use of technology in online learning, i.e. lack of students' focus and motivation, dissatisfied digital platforms used in online learning, limited access to learning tools, lack of internet resources, and ineffective learning activities.…”

Section: Discussionmentioning

confidence: 77%

'Technology saves us?’ Malaysian lecturers’ beliefs and readiness towards the application of technology-assisted student-centered learning

Radyi

Usman²

2022

JEMIN

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Although studies on technology-assisted student-centered learning (henceforth TA-SCL) is enormously growing in the recent years, few researchers concern on the current state of lecturers’ beliefs and readiness to implement TA-SCL. This study aims to explore Malaysian lecturers’ attitude in terms of beliefs and readiness to carry out TA-SCL approach in university context. A survey design under the procedure of quantitative research was applied to reach the objective. This study involved 207 lecturers teaching at some universities in Kuala Lumpur Malaysia who were selected using purposive sampling technique. The data were collected using a four-point Likert scale online questionnaire, and further analyzed in the forms of descriptive statistics using SPSS program. The results demonstrated that Malaysian lecturers hold a high level of beliefs about the application of TA-SCL in their universities. The finding further revealed that they possessed significant degree of readiness to implement TA-SCL in their teaching activities. These findings leave some implications for the integration of technology for educational purpose, particularly to enhance the efficacy of student-centered learning. This study portrays clear picture of Malaysian lecturers’ current beliefs and readiness towards the TA-SCL, as well as offers fruitful insights for educational stakeholders in Malaysia to begin acknowledge this approach in university learning activities.

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Section: Discussionmentioning

confidence: 77%

'Technology saves us?’ Malaysian lecturers’ beliefs and readiness towards the application of technology-assisted student-centered learning

Radyi

Usman²

2022

JEMIN

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“…(c) integrating ideas in interdisciplinary fields allows students to study, conceptualize, improve, and assimilate ideas in solving problems and strongly influence students' cognitive abilities. Cognitive problem solving and the fear of COVID-19 have become solutions in online learning in countries such as Malaysia and Pakistan (Munir et al, 2021).…”

Section: Discussionmentioning

confidence: 99%

“…tudents' cognitive abilities during the pandemic dropped drastically (Reffiane et al, 2021), fear of covid-19, lack of direction from teacher made students feel lazy and stressed to study (Salas-Rueda et al, 2021;Fitriani et al, 2022), decreased level of general knowledge, understanding, and the ability to solve problems, analyze and describe learning in synthesis and evaluate an event that occurs also decreases (Munir et al, 2021, Sholahuddin et al, 2020. These learning problems can be solved through an integrated approach to reduce boredom for students studying at home.…”

Section: Introductionmentioning

confidence: 99%

An Integrative Approach to Improve Students' Cognitive Ability Through Online Learning in The Covid-19 Pandemic

Demina

David²,

Nadia³

et al. 2022

Ta'dib

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This research has revealed the decline in students' cognitive abilities in online learning during the Covid-19 pandemic. The decline in students' cognitive abilities in studying independently at home by completing various tasks without classmates. This study aims to determine how integrated learning can improve students' cognitive abilities happened in learning the Qur'an and hadith. The research method with an experimental quantitative approach was carried out to measure students' cognitive abilities through integrated learning, in the class XI State Madrasah Aliyah Padang Japang Payakumbuh student group with a research sample of 17. The experimental group was treated with the connected type of integrated learning treated The research applied pre-test post-test control group design. Before the treatment of the sample group, a pre-test was carried out, and after the learning was carried out a post-test. The results showed that there was a significant increase in students' cognitive knowledge through connected type of integrated learning in learning the Qur'an Hadith of Madrasah Aliyah Negeri Padang Japang Payakumbuh with an average pretest score of 32.17 and an average post-test score of 48.47. Thus, improving students' cognitive abilities can be done through integrated learning.

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“…Often, then, relationships that had been enduring were broken, and it was hard to 'like' someone completely different. The consequences were myriad, from anxiety (Munir et al, 2021) through depression (Al Azzam et al, 2021) to thoughts or suicide attempts (Rahman et al, 2021). A very important barrier -highlighted by both groups -was limitations in accessibility to the teacher/face-to-face contact (Azlan et al, 2020).…”

Section: Research Backgroundmentioning

confidence: 99%

Students’ Burnout in the E-School Environment: Pilot Study Results of the Validation of the E-learning Burnout Scale

Tomaszek¹,

Muchacka-Cymerman

2022

IJREL

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The COVID-19 pandemic caused widespread school closures and therefore forced students to study outside of the classroom at home via the Internet. However, for some students remote education was found to be challenging and stressful (Bilal et al., 2022). Past research revealed that despite the advantages of online classes, there are several threats e .g. lower academic performance, lower engagement and work avoidance goals, higher depression and anxiety (Daumiller et al., 2021; Srivastava et al., 2021), and school burnout (Salmela-Aro et al., 2022). Because previous studies regarding the student burnout syndrome have used predominantly traditional school in-personal learning, there is a great need for developing an instrument with the potential to measure online student burnout symptoms. The aim of this research was to investigate the appropriateness of using an E-learning burnout scale with an adolescent population. The E-Learning Burnout Scale (E-SBS) was designed specifically for measuring exhaustion and learning difficulties caused by school closures during the COVID-19 pandemic. E-learning burnout syndrome, which is defined as the five-dimensional construct, captures thoughts, feelings, and behaviours related to educational difficulties experienced by adolescent students during online classes. The results confirmed the E-SBS to be psychometrically sound regarding the five-factor structure, content validity, and discriminative validity. Hence, the E-SBS scale has shown potential for use in a variety of educational areas.

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The Online Learning and Students’ Fear of COVID-19: Study in Malaysia and Pakistan

Cited by 16 publications

References 36 publications

'Technology saves us?’ Malaysian lecturers’ beliefs and readiness towards the application of technology-assisted student-centered learning

'Technology saves us?’ Malaysian lecturers’ beliefs and readiness towards the application of technology-assisted student-centered learning

An Integrative Approach to Improve Students' Cognitive Ability Through Online Learning in The Covid-19 Pandemic

Students’ Burnout in the E-School Environment: Pilot Study Results of the Validation of the E-learning Burnout Scale

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