GROUP ASSIGNMENT: CHAPTER 1

COURSE NAME:RESEARCH METHODOLOGY

COURSE CODE: GSDM 7264

SECTION: MC023

GROUP NAME: STUDY WARS

GROUP MEMBERS:

LEGLENE LEE SIEW CHIN MC210413295 011-25184586

LEE FOONG LING MC210413778 012-2593382
MAITHILY SIVABALAN MC210413292 016-6983026

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Table of Contents
CHAPTER 1 3
1.0 Introduction 3
1.1 Background of study…………………………………………………………………………………………………………………4

1.2 Problem Statement………………………………………………………………………………………………………………….7

1.3 Purpose of Study……………………………………………………………………………………………………………………10

1.4 Research Objectives……………………………………………………………………………………………………………… 11

1.5 Research Questions……………………………………………………………………………………………………………… 11

1.6 Significance of study……………………………………………………………………………………………………………. 12

1.7 Overview Of Theoretical Foundation …………………………………………………………………………….. 13

1.8 Nature Of Study………………………………………………………………………………………………………………….. 14

1.9 Definitions …………………………………………………………………………………………………………………………. 15

1.10 Scope ………………………………………………………………………………………………………………………………. 16

1.11 Assumpations/Delimitations …………………………………………………………………………………………… 16

1.11.1 Limitations ………………………………………………………………………………………………………………….. 17

1.12 Summary ……………………………………………………………………………………………………………………….. 17

1.13 References…………………………………………………………………………………………………………………….. 18

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CHAPTER 1: INTRODUCTION

1.1 Introduction

The unprecedented Covid-19 has shaken the entire world affecting almost all countries.

Covid-19 or “SARS CoV-2” was first identified in Wuhan, China in December 2019 (Fauci

et al., 2020). The people were admonished by countries all over the world to exercise caution

such as washing hands regularly with soap, donning fitted face masks, maintaining a physical

distance of 1.5 meters, to avoid large crowds and assemblies as part of public health

precautions which was set by World Health Organization (WHO) (WHO, 2022). In order to

flatten the curve and stop the spread of the disease, lockdown and homebound techniques

have been implemented (Sintema, 2020).

The pandemic disrupted and altered the way people interact with each other, working

norms and learning methods (Brynjolfsson et al., 2020). In the second week of March 2020,

Bhutan was the first country to announce the closure of schools and other institutions and a

shortening of business hours (Bhutan’s Daily Newspaper, 2020). Whereas, in Malaysia the

closure of schools and universities in Selangor, Kuala Lumpur and Putrajaya was announced

in March, 2020 followed by other states. The schools and universities were reopened again in

Mid-July, 2020 but then was closed in November, 2020 for an extended period of time

(Loganathan et al., 2021). In between of the phases, people were free to roam about but with

standard operating procedures in place, offices started operating, and some levels of schools

and colleges reopened while others continued with online classes.

A significant amount of human activity has moved online since the pandemic started.

The pandemic's severe repercussions are particularly noticeable in education industry

(Kramer & Kramer, 2020). The effects of Covid-19 are extensive and will likely continue to

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have an even greater impact on learning in the coming days. This is because numerous

colleges, universities, and schools have stopped offering face-to-face classes (Pokhrel &

Chhetri, 2021). As a result, innovative and new instructional and assessment approaches must

be used immediately by all these institutions to accommodate online classes. This fast

transformation has resulted in dramatically increased workloads for teachers and lecturers as

they strive to not only migrate instructional content and materials into the online environment

but also develop the necessary technology skills (Allen et al., 2020). At the same time,

students who are used to traditional learning method are forced to cope with this sudden

change. In actuality, it is not surprising that little is known about students' preparation for

online learning.

Transitions from traditional learning method to online environment are typically

voluntary or planned. According to prior research on online learning, emergency transitions

like the one caused by the Covid-19 outbreak, have a very little body of knowledge (Iglesias-

Pradas et al., 2021). This report assesses how the COVID-19 pandemic has affected

Malaysian students enrolled in private universities' academic programmes. The difficulties

and possibilities of online and continuing education during the COVID-19 epidemic are

outlined, and a course of action is recommended.

1.2 Background of the study

In most countries, schools, colleges, universities and training facilities have been forced to

close as a result of lockdown and social isolation measures brought on by the COVID-19

epidemic. The way teachers or lecturers deliver high-quality instruction across different

online platforms has undergone a paradigm shift. Despite the difficulties faced by both

teachers and students, online learning has emerged as a cure-all for this unprecedented

worldwide pandemic. Both students and teachers may experience a completely different

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learning environment when switching from traditional face-to-face learning to online

learning, yet they are forced to adjust because there are few or no other options available

(Pokhrel & Chhetri, 2021).

Technology based tools have been essential in facilitating student learning while

universities and schools have been closed due to the pandemic (Sedeeq Anwer, 2022).

Lecturers and student preparation must be assessed during the transition to the new changes

and supported appropriately. While students who have a growth mentality readily adapt to a

new learning environment, students who have a fixed mindset find it challenging to adapt and

modify.

Online learning does not have a one-size fits all method that works for everyone. There

are numerous subjects or topics with various requirements (Basilaia & Kvavadze, 2020).

Therefore, different ways to online learning are necessary for different disciplines and age

groups. Online education also gives students who are physically incapable more opportunity

to engage in learning in a virtual setting with little physical activity required (Pokhrel &

Chhetri, 2021). However, the same may not apply for students who are not physically

incapable. Many researchers have a different opinion on the online learning effects on

students which will be addressed in this study.

Research by Kauffman (2015), stated that students react to online learning in a different

in comparison to traditional methods of learning. Traditional method is whereby students are

required to attend face-to-face class interaction or physical class in order to learn, whereas

online learning is the learning method whereby students are expected to learn from home or

also widely known as distant learning. Some researchers stated that students react positively

towards online learning whereas some does not react positively.

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 According to Nora and Snyder (2008), there were substantial hindrance towards online

learning such as technology competency of students, time management and keeping

themselves motivated. Therefore, there are no evidence of enhanced learning outcomes for

online learning in comparison to traditional method of learning. Uncertainty surrounds the

potential impact on perceptions of online learning of a forced and hurried switch to it. There

is no exact evidence that can point us to that online learning have a positive influence on

student despite there are several studies that supports it. This is most certainly because of the

sudden change in the education norm that has caused such huge gaps in the studies.

On the other hand, according to Cole et al. (2017), Fendler et al. (2018) and Kurucay and

Inan (2017), stated that students have the tendency of performing better in online learning

rather than traditional method if there are diverse modalities. Based on their research study,

they have examined the relationship between students and online learning practices. The

results shows that successful online learning for students depends on the social component

which can compensate the absence in physical classes. They came to the conclusion that

utilising active learning techniques to foster possibilities for connection and exchange is

necessary for a successful completion of online learning environment. In fact, studies show

that in online learning environments, students value active learning tactics more. For

example, a study by Gómez-Rey et al. (2017) shows that students perform better in online

learning when there is an active learning strategy in place.

Research by Bazelais et al. (2018) agrees that the online learning environment is

completed different from physical learning environment. Hence, different methods are

required for different types of learning methods. However, some research shows that online

learning is favourable towards students despite the challenges that it poses. A study by Song

et al. (2004) stated that students have concerns on course designs and their adaptations

towards technology, yet students have stated that they prefer online learning environment.

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This has been agreed by Lemay et al. (2021), that online learning has been successful when

students are provided with adequate support.

Unfortunately, the Covid-19 unfair societal effects and challenges have prevented many

students from receiving necessary help that can support their online learning development

(Nomani & Parveen, 2022). This has been further supported by Allen et al. (2020) that stated

that the lost years due to the pandemic has severely affected students online learning

especially when they are not adequately supported with all the tools required. Therefore, it is

unclear how a forced switch to remote instruction could affect how students’ perception of

online education.

1.3 Problem Statement

The effects on higher education have been profound and transformative, and educational

systems around the world to implemented the "emergency eLearning" protocols or known as

emergency remote learning in response to the pandemic, signalling the quick switch from

traditional classroom settings to online learning platforms (Khlaif et al., 2021). The difficulty

for educational institutions is to adjust to this shift while attempting to select the best tools

and strategies for instructing and involving their students (Patricia Aguilera-Hermida, 2020).

The abrupt change from face-to-face learning or physical classes on campus to online

learning is merely the first little step in the long process of providing online education, which

will also include excellent student engagement tools and instructor training.

For a seamless teaching-learning process, the institutions will need to pay close attention

to having educators trained and furnished with digital technology (Rashid & Yadav, 2020).

To improve lecturer’s capacity to educate, the government will need to step up and commit to

long-term professional development initiatives for the students. The epidemic has highlighted

the weaknesses and vulnerabilities of the current educational systems and highlighted the

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importance of increasing digital literacy, particularly in these trying times, for all countries

around the world. Following the epidemic, a higher digitalization of educational services and

communication may become the new normal.

Deep-seated beliefs about the role of higher education institutions in delivering high-

quality education, the manner of delivery, accessibility, the significance of lifelong learning,

and lecturer’s opinions of the types of learners have been called into question by the current

pandemic (Rashid & Yadav, 2020). This could give educators and decision-makers new

information to help the world's educational systems as a whole. During a pandemic, relying

on and adjusting to online learning may encourage educators to include additional online

components into their teaching methods (García Botero et al., 2018).

In terms of the accessibility of digital technology for education, this has a lot of practical

issues and restrictions. In society, there is a sizable digital disparity that exist. It is almost

impossible for anyone to assume that all students and lecturers will have access to

sophisticated gadgets with flawless internet connectivity outside of their university to aid

with online learning (Bower, 2019). A study by Ertmer et al. (2007), shows that students are

confused with the links in web pages.

Moreover, a study conducted among Malaysian university students shows that there is a

positive link between use of online systems and students’ satisfaction (Shahzad et al., 2020).

Another factor that restricts access to online learning is cost. Students that are from

disadvantaged groups economically will be bearing a heavy weight of cost if they were to

upgrade their current gadgets and internet connectivity to support online learning (Francis et

al., 2019). If there is no intervention from the government in order to assure affordability and

accessibility to the internet, this will have major consequences on student online learning

performance in higher education institutions.

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 According to Miliszewska (2007), the traditional learning method is more beneficial in

comparison to online learning method, as it provides opportunities for the lecturers and

students for exchange and sharing of knowledge. The writer also further stated that the

traditional method opens up the opportunity for students to ask questions which aids in the

learning process. However, due to the sudden shift to online learning, all these are no longer

present as students have the flexibility to turn off the video and audio while the classes are

going on. In an online class, the sense of community and belonging is constrained.

This is similar to a study by Piacciano (2002) showed that instructors prompt feedback

cannot be understated as it is important that students will have a sense of belonging. Without

a lecturer offering support in-person or face-to-face, the students struggle to self-regulate or

to study independently. It is argued that, online discussion forum, online classes via Zoom or

Google Meet and digital contents may not be able to provide a holistic teaching-learning

outcome.

In addition, the abrupt transition to adapt and execute online learning has caused the

teaching faculty to become overworked and stressed, which affects their efficiency. It needs

to be considered that most teaching faculty were trained for physical classes and there is

almost none for online learning environment (Mukhtar et al., 2020). The modalities of

curriculum planning, designing the digital content and reporting may have been created by

the lecturers without proper planning and considerations. This therefore, needs to be re-

envisioned by the lecturers. Educators should be given professional autonomy, trusted with

their judgement, and transparent and caring communication with all stakeholders in higher

education in order to produce better online learning approaches and more focused learning

results.

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 Due to numerous issues faced by students in terms of technology as well as online

teaching methods, students prefer traditional learning method rather than online learning

(Alawamleh et al., 2020), however the study was only conducted to a small group of students,

hence the results are probably biased. A study by Adedoyin and Soykan (2020), stated that

students and lecturer both faces problems due to the sudden shift in paradigm from traditional

method to online learning method, however it is advisable that hybrid mode will be able to

provide a solution to this problem. On the other hand, Lemay et al. (2021) shows that

students enjoyed the transition, however there is a sign of reluctance in terms of continuance

in online learning for a long-term. It is evident that, there is no unanimous results among the

researches that has been conducted.

1.4 Purpose of the study

The COVID-19 pandemic's effects have nearly reached every country in the world. It results

in a lockdown at all Malaysian educational institutions at an unprecedented time. As a result,

lecturers will need to move to online teaching and at the same time students are expected to

quickly adjust to the online learning environment. In vocational education, mastery of both

skills and knowledge is emphasised. Students' impressions of the learning process can be

utilised as evaluations to raise the standard of instruction and quality of learning.

Therefore, this study aimed to provide a general picture on the private university students

perception on the effect of online learning in light of Covid-19 pandemic. The study will also

include the perception of lecturers in assisting students for the online learning environment.

We have adopted the Herzberg's two factor theory model, which will consist of

motivators such as growth and responsibility, and hygiene factors of relationships and

working conditions in this study. In terms of motivators, we will study on the growth of

students as in the impact of online learning on their exam results. We will also study on the

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responsibility of lecturers in assisting the students with their online learning. In terms of

hygiene factors, we will study the relationship between lecturers and students and its impact

on their performance. The working conditions in which the students are equipped with

technology and its impact on their performance. We will include the working condition of

lecturers as in if they are fully equipped to design the course materials at home while being

away from the university and its impact on online teaching.

1.5 Research Objectives

The objectives of this study are as stated below:

1. To identify students learning problems during online learning contents and practices

2. To investigate the relationship between lecturers teaching methods on online learning

systems and students learning performance

1.6 Research Questions

Based on the research objectives, the research questions below have been formulated.

1. Does the adaptability to technology have a positive impact for private university

students?

2. Does the cost of accessibility to technology have a negative impact for private

university students?

3. Does the use of online learning systems by lecturers have a positive impact on student

performance?

4. Does the efficient use of lecturers towards online learning system have a positive

impact on student learning experience?

5. Do the course designs by lecturers have a positive impact on student online learning

experience?

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 6. Does working from home lecturers having difficulties in designing the course material

that affects the online learning?

1.6. SIGNIFICANCE OF STUDY

With the rapid development in information and technology especially when the virtual

communication has made distance education easy (McBrien et al, 2009), the need for moving

toward enhancing and improving online learning or e-learning education system is

intensifying.

The study is conducted as there is lack of study on the impact of online learning on private

university students. Despite some studies which exists, it is limited to a small population and

the study fails to cover students and lecturer’s perspective.

This study focuses on bringing this gap in the existing literature by examining the

contribution of cause and effect for online learning by lecturers towards learning experience

for private university students. The linkage of the e-learning would not only improve the

learning experience but broadly would lead to major development aspect of the education

advancement.

The prospect of improving the learning methods and reciprocity between students and

lecturers or institutions. Further, the understanding in the learning experiences of students and

students’ attitude would impact the learning they achievement (Marzano and Pickering,

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1997). Not only it could strengthen student’s conceptual foundation also an undeniable role in

socio-economic development in their life along the learning process.

1.7. OVERVIEW OF THEORETICAL FOUNDATION

According to Liguori & Winkler (2020) on the three biggest challenges for online teaching

are distance, scale and personalized teaching especially during the time of pandemic-endemic

of Covid-19. However, Partlow & Gibbs (2003) suggest that a group-based, interactive

relevant creativity and student-centered’s online programs should be designed.

Other than that, Parkes et al. (2014) students have minimal efforts of preparation concerning

the usage of the management learning system. To counter back this theory, Huang et al

(2020) on the availability and reliability in the form of Massive Open Online Courses in

Information Communication Technology infrastructure, digital learning resources, learning

tools, e-book, e-learning in such severe situation.

Theoretical Framework of study

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 Figure 1.1. shown the theoretical framework of Manuela, Fernando & Tiago’s (2016) Three -

Dimension Theory, the Private university students comprises based on three principal

dimensions: Users (Students), technology and services related to e-learning.

Customers: Students, employees

Suppliers: Teachers, lecturers, educational institution

e-learning system
/ user

Users

E-Learning
Content: Document, digital Pedagogical Models:
System Knowledge that build
audio & video, tools,
visualization tools, knowledge communities, an open
repositions, assessment. Technologies Services learning, distributed learning,
Communication: Decision Instructional strategies:
e-learning Cueing content, activating
area, forum, chat, social e-learning
activities learning process, activating &
network, email, etc. technologies
Collaboration: Sharing Tools, assessing learner outcome,
problem/solution area, one- sequencing lesson, learning
to-one mentoring. activities

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 Figure 1.1: Theoretical Framework Source: Manuela, Fernando & Tiago’s Three -

Dimension Theory (2016).

1.8. NATURE OF STUDY

The nature or scope of the study focuses on the relationship of the Three-dimension factor
theory towards Private University Students that taking online learning as a moderating
variable. The independent variables of three-dimension theory are users, technology and
service while Private University Students as the dependent variable. The target respondents
are students from Xiamen University Malaysia, Sepang that located far from the city and
UNITAR International University, Kelana Jaya that located near the city.

1.9. DEFINITIONS

The important term applied in this study are operationally defined as follows:

E-learning

Also defined as online learning for acquisition knowledge that conducted through internet via
electronic technologies that students can use to access to their learning material online.

Technologies

The application, process, method for practical ends that use for creation, gather, deal with the
vast of knowledge technically in which it interrelate with individual life, society, and
environment. The advancement of medium tools for student access to learning via internet
such as physical device technologies; smartphone, computer, internet modem, videography
tools etc.

Services

Non-physical, intangible parts, action of doing for other people. A piece of work, assistance
or advice given, perform for users.

Pedagogical Models

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A traditional teaching method between lecturer and student to provide a direct transmission
teaching mode. A teaching new approach that open and flexible for distance education to
focus on individual and create open learning place based on current situation (Edwards, 1995)

Instructional strategies

A teaching method that use to deliver course material I ways that keep students engaged and
practicing different skill sets. There are many kind of strategies used to achieve the teaching
and learning goals.

1.10 SCOPE

This study focuses on the impact of online learning during Covid 19 from private university
students persepectives.The data collection will be conducted to 60 students from two private
universities which is Xiamen University of Sepang and UNITAR university of Kelana Jaya
who will represent the population.The participants age range from 19-25.The participants
from both gender of all nationalities who speaks and read English.This study will not cover
other problems that are not consider as one of the impact of online learning during Covid
19.The other students which do not fall as part of online learning are not within the scope of
this research.The study would be done through the untilization of questionnaire to the
students as survey form and reference.By this strategy we will be able to know the impact of
online learning during pandemic to students involved.

1.11 ASSUMPATIONS AND DELIMITATIONS

In conducting this study the following assumptions were made. It was assumed that:

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1. The participants in the study freely provided the researcher with the ratings of impact of
online learning during Covid 19

2. The respondents based their ratings on the how important the teaching method on their
education competencies objectively.

3.The respondents will fully understand the questions on questionaires.

4.The respondents will provide honest expressions of their knowledge.

1.11.1 LIMATATIONS

The size of sample and data collection method were limitations in this study

SAMPLE

The sample consists of 60 private students from Xiamen University and UNITAR
University.The withdrawal of some students from survey disabled yielding of valuable and
rich perpectives.The participants were knowledgeable on the online learning but had
insufficient knowledge on Covid 19 impacts on the study life as well as on online
learning.Since we had chosen universities which is located near and far from city hence the
difference of perspectives of participants on online learning is obvious.

METHOD OF SAMPLING

Method of sampling for this study is quantitative(Punch, K. F. (2013).Preparing questionares

and disturbing them via email might look an easy of collecting data but it can tricky
Williams, (2011).The questions that need to be prepared should be clear and not

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indirect.Questions also need to comprises on objective of study.Although instructions are
clearly stated on the questionaries that all questions are compulsory to be answered but not
necessary participants answer all questions as there is no one monitoring them while
answering the question.There will be time constraint as researchers have to filter
questionaires into statistical data.

1.12 SUMMARY

The current study supports the positive impact of online learning from private universities
students perspective.E-learning modalities encourage student centred learning and it easily
manageable during lock down session.It is worth considering how the pandemic has affected
studies as students unable to attend face to face classes.It started as` emergency online
learning’ and with further investments we can overcome any limitations.There is need to train
faculty on how to use online modalities and developing lesson plan with reduced cognitive
load and increased interactivities.

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