PERTANIKA JOURNAL OF SCIENCE AND TECHNOLOGY

The online learning environment is an integral part of activities conducted during the COVID-19 pandemic in schools. This study explored the Malaysian high school students’ online learning perspectives using a mixed-methods study. The quantitative findings reported that students are not ready to go online. The qualitative analysis revealed several emerging themes related to students’ dissatisfaction with the online learning environment. The issues are related to repository-based teaching, cognitive overload, social presence, technology comfort, and discipline. Students suggested that teachers should implement the use of standardised applications, fixed schedules, and interactive sessions. The study concluded that interactions are lacking during the online learning environment. However, the researcher hopes that once teachers are back from the COVID-19 pandemic, they will have a comprehensive understanding of technology tools to consider in their pedagogical practices. It is hoped that the post-pandemic will change the way schools and teachers perceive online learning. The sudden teaching practices during the COVID-19 pandemic will undoubtedly drive improvements in the use of technology in schools.

• Akyol, Z., & Garrison, D. R. (2011). Assessing metacognition in an online community of inquiry. The Internet and Higher Education, 14(3), 183-190. https://doi.org/10.1016/j.iheduc.2011.01.005

• Al-Maroof, R. A. S., & Al-Emran, M. (2018). Students acceptance of Google classroom: An exploratory study using PLS-SEM approach. International Journal of Emerging Technologies in Learning, 13(6), 112-123. https://doi.org/10.3991/ijet.v13i06.8275

• Al-Smadi, M., Talafha, B., Al-Ayyoub, M., & Jararweh, Y. (2019). Using long short-term memory deep neural networks for aspect-based sentiment analysis of Arabic reviews. International Journal of Machine Learning and Cybernetics, 10(8), 2163-2175. https://doi.org/10.1007/s13042-018-0799-4

• Anderson, T. (2008). The theory and practice of online learning (2nd ed.). Athabasca University (AU) Press.

• Annamalai, N. (2016). Exploring the writing approaches in the Facebook environment. Teaching English with Technology, 16(1), 71-87.

• Annamalai, N. (2019). Using WhatsApp to extend learning in a blended classroom environment. Teaching English with Technology, 19(1), 3-20.

• Annamalai, N., Tan, K. E., & Abdullah, A. (2016). Teaching presence in an online collaborative learning environment via Facebook. Pertanika Journal of Social Sciences & Humanities, 24(1), 197-212.

• Annamalai, N., & Kumar, J. A. (2020). Understanding smartphone use behavior among distance education students in completing their coursework in English: A Mixed-Method Approach. The Reference Librarian, 6(3) 199-215.

• Annamalai, N., Eng, T. K., Abdullah, A., & Sivagurunathan, S. (2015). Exploring the Interactions on an online narrative writing platform. Malaysian Journal of Learning and Instruction, 12, 103-129.

• Barbour, M. K., & Reeves, T. C. (2009). The reality of virtual schools: A review of the literature. Computers & Education, 52(2), 402-416. https://doi.org/10.1016/j.compedu.2008.09.009

• Borup, J., West, R. E., & Graham, C. R. (2013). The influence of asynchronous video communication on learner social presence: A narrative analysis of four cases. Distance Education, 34(1), 48-63. https://doi.org/10.1080/01587919.2013.770427

• Bower, M., Dalgarno, B., Kennedy, G. E., Lee, M. J., & Kenney, J. (2015). Design and implementation factors in blended synchronous learning environments: Outcomes from a cross-case analysis. Computers & Education, 86, 1-17. https://doi.org/10.1016/j.compedu.2015.03.006

• Bower, M., Hedberg, J. G., & Kuswara, A. (2010). A framework for Web 2.0 learning design. Educational Media International, 47(3), 177-198. doi:10.1080/09523987.2010.518811

• Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa

• Burke, S. C., Snyder, S., & Rager, R. C. (2009). An assessment of faculty usage of YouTube as a teaching resource. Internet Journal of Allied Health Sciences and Practice, 7(1), 8.

• Cavanaugh, W. J., Tocci, G. C., & Wilkes, J. A. (2009). Architectural acoustics: Principles and practice. John Wiley & Sons.

• Chou, T. J., & Ting, C. C. (2003). The role of flow experience in cyber-game addiction. Cyber Psychology & Behavior, 6(6), 663-675. https://doi.org/10.1089/109493103322725469

• Creswell, J. W., & Clark, V. L. (2007). Designing and conducting mixed method research. Sage.

• Dewey, J. (1938). Experience and education. Collier Books.

• Doucet, A., Netolicky, D., Timmers, K., & Tuscano, F. J. (2020). Thinking about pedagogy in an unfolding pandemic. https://www.saspa.com.au/wp-content/uploads/2020/04/2020_Research_COVID-19_2.0_ENG-Thinking-about-Pedagogy-in-an-Unfolding-Pandemic.pdf

• Elmorshidy, A. (2013). Applying the technology acceptance and service quality models to live customer support chat for e-commerce websites. Journal of Applied Business Research, 29(2), 589-596. https://doi.org/10.19030/jabr.v29i2.7659

• Fuhrman, T. (2014, March 20). A mobile initiative that’s more than just a tablet handout. Campus Technology. http://campustechnology.com/articles/2014/03/20/a-mobile-initiative-thats-more-than-just-a-tablet-handout.aspx

• Garba, S. A., Byabazaire, Y., & Busthami, A. H. (2015). Toward the use of 21st century teaching-learning approaches: The trend of development in Malaysian schools within the context of Asia Pacific. International Journal of Emerging Technologies in Learning, 10(4), 72-79. http://dx.doi.org/10.3991/ijet.v10i4.4717

• Garcia, A., Abrego, J., & Calvillo, M. (2014). Study of the of hybrid instructional delivery for graduate students in an educational leadership course. International Journal of E-Learning & Distance Education, 29(1), 1-15.

• Garrison, D. R. (2017). E-learning in the 21st century. Routledge.

• Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical thinking, cognitive presence, and computer conferencing in distance education. American Journal of Distance Education, 15(1), 7-23. https://doi.org/10.1080/08923640109527071

• Garrison, D. R. (2011). E-learning in the 21st century: A framework for research and practice. http://jofdl.nz/index.php/JOFDL/article/viewFile/133/98

• Hamari, J., & Keronen, L. (2017). Why do people play games? A meta-analysis. International Journal of Information Management, 37(3), 125-141. https://doi.org/10.1016/j.ijinfomgt.2017.01.006

• Händel, M., Stephan, M., Gläser-Zikuda, M., Kopp, B., Bedenlier, S., & Ziegler, A. (2020). Digital readiness and its effects on higher education students’ socio-emotional perceptions in the context of the COVID-19 pandemic. Journal of Research on Technology in Education, Ahead-of-Print, 1-13. https://doi.org/10.1080/15391523.2020.1846147

• Hara, N., Bonk, C. J., & Angeli, C. (2000). Content analysis of online discussion in an applied educational psychology course. Instructional Science, 28(2), 115-152.

• Hedberg, J. G., & Stevenson, M. (2014). Breaking away from text, time and place. In M. G. D. Ifenthaler (Ed.), Curriculum models for the 21st century (pp. 17-33). Springer.

• Hoskins, B. J. (2012). Connections, engagement, and presence. The Journal of Continuing Higher Education, 60(1), 51-53. https://doi.org/10.1080/07377363.2012.650573

• Kale, U., & Akcaoglu, M. (2018). The role of relevance in future teachers’ utility value and interest toward technology. Educational Technology Research and Development, 66(2), 283-311.

• Kamenetz, A. (2020). Panic-gogy: Teaching online classes during the coronavirus pandemic. OPB. Retrieved April 5, 2020, from https://www.opb.org/news/article/npr-panic-gogy-teaching-online-classes-during-the-coronavirus-pandemic/

• Kementerian Pendidikan Malaysia. (2016). Malaysian education blue print 2013-2025. https://www.moe.gov.my/menumedia/media-cetak/penerbitan/dasar/1207-malaysia-education-blueprint-2013-2025/file

• Kreijns, K., Kirschner, P. A., Jochems, W., & Van Buuren, H. (2004). Determining sociability, social space, and social presence in (a) synchronous collaborative groups. CyberPsychology & Behavior, 7(2), 155-172.

• Laverty, S. M. (2003). Hermeneutic phenomenology and phenomenology: A comparison of historical and methodological considerations. International Journal of Qualitative methods, 2(3), 21-35.

• Li, Y., & Ranieri, M. (2010). Are ‘digital natives’ really digitally competent?—A study on Chinese teenagers. British Journal of Educational Technology, 41(6), 1029-1042. https://doi.org/10.1111/j.1467-8535.2009.01053.x

• Lin, C.-H., Zheng, B., & Zhang, Y. (2017). Interactions and learning outcomes in online language courses. British Journal of Educational Technology, 48(3), 730-748. https://doi.org/10.1111/bjet.12457

• Lipmann, M. (2003). Thinking in education. Cambridge University Press.

• Lopez, C. E., & Tucker, C. S. (2019). The effects of player type on performance: A gamification case study. Computers in Human Behavior, 91, 333-345. https://doi.org/10.1016/j.chb.2018.10.005

• Lowry, P. B., Roberts, T. L., Romano Jr, N. C., Cheney, P. D., & Hightower, R. T. (2006). The impact of group size and social presence on small-group communication: Does computer-mediated communication make a difference? Small Group Research, 37(6), 631-661. https://doi.org/10.1177/1046496406294322

• Machado, L. J., & Chung, C. J. (2015). Integrating technology: The principals’ role and effect. International Education Studies, 8(5), 43-53.

• Mayer, R. E. (2005). The Cambridge handbook of multimedia learning. Cambridge University Press.

• Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Sage.

• Moftakhari, M. M. (2013). Evaluating e-learning readiness of faculty of letters of Hacettepe. [Master’s thesis]. Hacettepe University.

• Moore, M. G. (1989). Three types of interaction. The American Journal of Distance Education, 3(2), 1-6.

• Netolicky, D. M. (2020). Transformational professional learning: What, why and how? Independent Education, 50(1), 32-33.

• Park, S.Y., Nam, M.-W., & Cha, S.-B. (2012). University students’ behavioral intention to use mobile learning: Evaluating the technology acceptance model. British Journal of Educational Technology, 43(4), 592-605. https://doi.org/10.1111/j.1467-8535.2011.01229.x

• Perveen, A. (2016). Synchronous and asynchronous e-language learning: A case study of virtual university of Pakistan. Open Praxis, 8(1), 21-39.

• Petko, D., Egger, N., Cantieni, A., & Wespi, B. (2015). Digital media adoption in schools: Bottom-up, top-down, complementary or optional? Computers & Education, 84, 49-61.

• Pierce, C. S. (1955). The fixation of belief. In J. Buchler (Ed.), Philosophical writings of Pierce (pp. 5-22). Dover.

• Rafique, G. M., Mahmood, K., Warraich, N. F., & Rehman, S. U. (2021). Readiness for online learning during COVID-19 pandemic: A survey of Pakistani LIS students. The Journal of Academic Librarianship, 47(3), 102346.

• Richardson, J. C., & Swan, K. (2003). Examining social presence in online courses in relation to students’ perceived learning and satisfaction. Journal of Asynchronous Learning Networks, 7(1), 119-130. http://hdl.handle.net/2142/18713

• Rourke, L., Anderson, T., Garrison, D. R., & Archer, W. (2001). Methodological issues in the content analysis of computer conference transcripts. International Journal of Artificial Intelligence in Education, 12(1), 89-107.

• Rovai, A. P. (2002). Development of an instrument to measure classroom community. Internet and Higher Education, 5(3), 197-211. https://doi.org/10.1016/S1096-7516(02)00102-1

• Rushby, N. (2012). Editorial: An agenda for mobile learning. British Journal of Educational Technology, 43(3), 355-356. https://doi.org/10.1111/j.1467-8535.2012.01313.x

• Ryan, J., Scott, A., & Walsh, M. (2010). Pedagogy in the multimodal classroom: An analysis of the challenges and opportunities for teachers. Teachers and Teaching: Theory and Practice, 16(4), 477-489. https://doi.org/10.1080/13540601003754871

• Samuel, R., & Bakar, Z. (2006). The utilization and integration of ICT tools in promoting English language teaching and learning: Reflections from English option teachers in Kuala Langat District, Malaysia. International Journal of Education and Development using ICT, 2(2), 4-14.

• Shaharanee, I. N. M., Jamil, J. M., & Rodzi, S. S. M. (2016, August). Google classroom as a tool for active learning. AIP Conference Proceedings, 1761(1), 020069.

• Shea, P., Hayes, S., Smith, S. U., Vickers, J., Bidjerano, T., Pickett, A., & Jian, S. (2012). Learning presence: Additional research on a new conceptual element within the Community of Inquiry (CoI) framework. The Internet and Higher Education, 15(2), 89-95. https://doi.org/10.1016/j.iheduc.2011.08.002

• Sivo, S. A., Ku, C. H., & Acharya, P. (2018). Understanding how university student perceptions of resources affect technology acceptance in online learning courses. Australasian Journal of Educational Technology, 34(4), 72-91. https://doi.org/10.14742/ajet.2806

• Sproull, L., & Faraj, S. (1997). Atheism, sex, and databases: The net as a social technology. Culture of the Internet, 16(3), 35-51.

• Sung, E., & Mayer, R. E. (2012). Five facets of social presence in online distance education. Computers in Human Behavior, 28(5), 1738-1747. https://doi.org/10.1016/j.chb.2012.04.014

• Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12(2), 257-285.

• Sweller, J. (2020). Cognitive load theory and educational technology. Educational Technology Research and Development, 68(1), 1-16. https://doi.org/10.1016/0364-0213(88)90023-7

• UNESCO. (2020). COVID-19. Education disruption and response. https://en.unesco.org/covid19/educationresponse

• Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.

• Werbach, K., & Hunter, D. (2012). For the win: How game thinking can revolutionize your business. Wharton Digital Press.

• Winthrop, R. (2020, March 31). COVID-19 & school closure: Why can countries from past emergencies. Brookings. https://www.brookings.edu/research/covid-19-and-school-closures-what-can-countries-learn-from-past-emergencies/