Virtual Learning during COVID-19: Exploring Challenges and Identifying Highly Vulnerable Groups Based on Location

Abstract

Amid the outbreak of the COVID-19 pandemic in the year 2020, educational platforms have been forced to change and adapt from conventional physical learning to virtual learning. Nearly all higher learning institutions worldwide are forced to follow the new educational setting through virtual platforms. Sabah is one of the poorest states in Malaysia with the poorest infrastructure, with the technology and communication facilities in the state remaining inept. With the changes in virtual platforms in all higher education institutions in Malaysia, higher learning institutions in Sabah are expected to follow the lead, despite the state lagging in its development. This has certainly impacted the overall productivity and performance of students in Sabah. Therefore, this study aims to explore the challenges of the implementation of virtual learning among students in Sabah. More specifically, this study seeks to identify vulnerable groups among students based on their geographical location. To achieve the objective of this study, a survey has been conducted on a total of 1,371 students in both private and public higher learning institutions in Sabah. The sample selection for this study was determined using a purposive sampling technique. Based on Principal Component Analysis (PCA), it was found that there are five challenges in virtual learning faced by students in higher learning institutions in Sabah. These are the unconducive learning environment (var(X) = 20.12%), the deterioration of physical health (var(X) = 13.40%), the decline of mental health (var(X) = 12.10%), the limited educational facilities (var(X) = 10.14%) and social isolation (var(X) = 7.47%). The K-Means Clustering analysis found that there are six student clusters in Sabah (Cluster A, B, C, D, E & F), each of which faces different challenges in participating in virtual learning. Based on the assessment of location, almost half of the total number of districts in Sabah are dominated by students from Cluster A (9 districts) and Cluster B (4 districts). More worryingly, both Cluster A and Cluster B are classified as highly vulnerable groups in relation to the implementation of virtual learning. The results of this study can be used by the local authorities and policymakers in Malaysia to improve the implementation of virtual learning in Sabah so that the education system can be more effective and systematic. Additionally, the improvement and empowerment of the learning environment are crucial to ensuring education is accessible and inclusive for all societies, in line with the fourth of the Sustainable Development Goals (SDG-4).

Dynamics of Consumption Expenditure and Poverty Statistics in a Rural-Urban Context

“…Absolute poverty identifies individuals as poor when their basic needs are unmet. Relative poverty measures economic status in comparison to the broader society, and subjective poverty is based on personal perceptions of a socially acceptable minimum standard of living (Anderson, 2018;Jafar et al, 2022).…”

Experiences of university teachers with rotational blended learning during the COVID-19 pandemic: A qualitative case study

“…Teachers with higher self-efficacy levels are more likely to exhibit quality teaching, vary instructional practices, and create engaging lesson content [53][54][55][56][57][58]. Given the drastic changes in instructional environments due to COVID-19, it is imperative to consider multiple factors that influence teachers' self-efficacy, such as confidence in using technology, available infrastructure [59], and institutional support [60]. This study aims to fill a research gap by exploring the impact of shifting from total remote learning to biweekly rotation learning on university lecturers' self-efficacy.…”

Inclusive Education Reform in SAARC Countries: Prospects and Challenges

“…Programs vary significantly as well, from one lecture on kids with impairments to a whole semester on special education (Jafar et al, 2022). It is not surprising that graduates of these programmes continue to show low levels of commitment to and high levels of fear about teaching in inclusive classrooms.…”