The COVID-19 pandemic has affected the education system in this world, forcing students to navigate challenges and risk factors. Hence, this study was conducted to understand the challenges and risk factors faced by university students in Malaysia due to the sudden shift to online distance learning. It utilised a qualitative method and the data was obtained using open-ended questions via Google Form. The findings discovered that there were 4 themes under challenges, namely cultural (44.4%), individual (33.3%), technological (25.0%), and academic (i.e. their studies) (13.9%). The challenges were compounded by the risk factors, which were family (36.1%), health-related factors (27.8%), individual (25.0%), the pandemic (19.4%), social (8.3%), and geographical (2.8%). It can be inferred from the findings that students faced challenges during ODL and the risk factors may worsen the effects of the challenges on the students. Interestingly, it was observed that the students sought outlets to share their stressful experiences and were willing to use tools such as personal reflections. Since university students struggle with many mental health challenges, further research could look into students’ reflections to determine their potential as a therapeutic tool in the classroom.
Ahmad, W. N. W., Azman, M. N. A., & Kassymova, G. K. (2022). Correlates of mental health on online distance learning during COVID-19 among Malaysia vocational students. International Journal of Public Health, 11(1), 254-262.
http://doi.org/10.11591/ijphs.v11i1.21105
Al-Kumaim, N. H., Alhazmi, A. K., Mohammed, F., Gazem, N. A., Shabbir, M. S., & Fazea, Y. (2021). Exploring the impact of the COVID-19 pandemic on university students’ learning life: An integrated conceptual motivational model for sustainable and healthy online learning. Sustainability, 13(5), 2546. https://doi.org/10.3390/su13052546
Allam, S. N. S., Hassan, M. S., Mohideen, R. S., Ramlan, A. F., & Kamal, R. M. (2020). Online distance learning readiness during COVID-19 outbreak among undergraduate students. International Journal of Academic Research in Business and Social Sciences, 10(5), 642-657. http://dx.doi.org/10.6007/IJARBSS/v10-i5/7236
Almahasees, Z., Mohsen, K., & Amin, M. O. (2021, May). Faculty’s and students’ perceptions of online learning during COVID-19. In Frontiers in Education, 6, 1-10. Frontiers Media SA. https://doi.org/10.3389/feduc.2021.638470
Almaiah, M.A., Al-Khasawneh, A., & Althunibat. A. (2020) Exploring the critical challenges and factors influencing the E-learning system usage during COVID-19 pandemic. Nature Public Health Emergency Collection, 25(6), 5261-5280.
https://doi.org/10.1007%2Fs10639-020-10219-y
Balta-Salvador, R., Olmedo-Torre, N., Pena, M., & Renta-Davids, A. I. (2021). Academic and emotional effects of online learning during the COVID-19 pandemic on engineering students. Education and information technologies, 26(6), 7407-7434. https://doi.org/10.1007/s10639-021-10593-1
Barrot, J. S., Llenaris, I. I., & DelRosario, L. S. (2021) Students’ online learning challenges during the pandemic and how they cope with them: The case of the Philippines. Nature Public Health Emergency Collection, 26(6), 7321–7338. https://doi.org/10.1007%2Fs10639-021-10589-x
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative research in psychology, 3(2), 77-101. http://dx.doi.org/10.1191/1478088706qp063oa
Brown, J. S. (2018). Student mental health: some answers and more questions. Journal of Mental Health, 27(3), 193-196. https://doi.org/10.1080/09638237.2018.1470319
Browning, M. H., Larson, L. R., Sharaievska, I., Rigolon, A., McAnirlin, O., Mullenbach, L., & Alvarez, H. O. (2021). Psychological impacts from COVID-19 among university students: Risk factors across seven states in the United States. PloS one, 16(1), e0245327. https://doi.org/10.1371/journal.pone.0245327
Coopeland, W.E., McGinnis, E., Bai, Y., Adams, Z., Nardone, H., Devanadam, V., Rettew, J., & Hudziak, J.J. (2021). Impact of COVID-19 pandemic on college student mental health and wellness. Journal of the American Academy of Child & Adolescent Psychiatry, 60(1), 134-141. https://doi.org/10.1016/j.jaac.2020.08.466.
Dong, C., Cao, S., & Li, H. (2020). Young children’s online learning during COVID-19 pandemic: Chinese parents’ beliefs and attitudes. Children and youth services review, 118, 105440. https://doi.org/10.1016/j.childyouth.2020.105440
Fawaz M, Al Nakhal M, & Itani M. (2022) COVID-19 quarantine stressors and management among Lebanese students: a qualitative study. Nature Public Health Emergency Collection, 41(11), 7628–7635. https://doi.org/10.1007%2Fs12144-020-01307-w
Gillet-Swan, J. (2017). The challenges of online learning: Supporting and engaging the isolated learner. Journal of Learning Design, 10(1). https://doi.org/10.5204/jld.v9i3.293
García-Morales, V. J., Garrido-Moreno, A., & Martín-Rojas, R. (2021). The transformation of higher education after the COVID disruption: Emerging challenges in an online learning scenario. Frontiers in Psychology, 12, 616059. https://doi.org/10.3389/fpsyg.2021.616059
Guo, Y. F., Liao, M. Q., Cai, W. L., Yu, X. X., Li, S. N., Ke, X. Y., ... & Zeng, F. F. (2021). Physical activity, screen exposure and sleep among students during the pandemic of COVID-19. Scientific reports, 11(1), 1-11. https://doi.org/10.1038/s41598-021-88071-4
Hamaideh, S. H., Al?Modallal, H., Tanash, M. A., & Hamdan?Mansour3, A. (2022). Depression, anxiety and stress among undergraduate students during COVID?19 outbreak and" home?quarantine". Nursing Open, 9(2), 1423-1431. https://doi.org/10.1002/nop2.918
Idris, F., Zulkipli, I.N., Abdul-Mumin, K.H., Ahmad, S.R., Mitha, S., Rahman, H.A., Rajabalaya, R., David, S.R. and Naing, L., (2021). Academic experiences, physical and mental health impact of COVID-19 pandemic on students and lecturers in health care education. BMC Medical Education, 21(1), 1-13. https://doi.org/10.1186/s12909-021-02968-2
Li, J., & Che, W. (2022). Challenges and coping strategies of online learning for college students in the context of COVID-19: A survey of Chinese universities. Sustainable Cities and Society, 83, 103958. https://doi.org/10.1016/j.scs.2022.103958
Lischer, S., Safi, N., & Dickson, C. (2021). Remote learning and students’ mental health during the COVID-19 pandemic: A mixed-method enquiry. Prospects, 1-11. https://doi.org/10.1007%2Fs11125-020-09530-w
Liu, X., Ping, S., & Gao, W. (2019). Changes in undergraduate students’ psychological well-being as they experience university life. International journal of environmental research and public health, 16(16), 2864. https://doi.org/10.3390/ijerph16162864
Lyubetsky, N., Bendersky, N., Verina, T., Demyanova, L., & Arkhipova, D. (2021). IMPACT of distance learning on student mental health in the COVID-19 pandemic. In E3S Web of Conferences, 273(10036), 1-8. EDP Sciences. https://doi.org/10.1051/e3sconf/202127310036
Masalimova, A. R., Khvatova, M. A., Chikileva, L. S., Zvyagintseva, E. P., Stepanova, V. V., & Melnik, M. V. (2022). Distance learning in higher education during COVID-19. In Frontiers in Education, 120. Frontiers. https://doi.org/10.3389/feduc.2022.822958
Maqableh, M., & Alia, M. (2021). Evaluation online learning of undergraduate students under lockdown amidst COVID-19 Pandemic: The online learning experience and students’ satisfaction. Children and Youth Services Review, 128, 106160. https://doi.org/10.1016/j.childyouth.2021.106160
Mheidly, N., Fares, M. Y., & Fares, J. (2020). Coping with stress and burnout associated with telecommunication and online learning. Frontiers in Public Health, 672. https://doi.org/10.3389/fpubh.2020.574969
Moawad, R. A. (2020). Online learning during the COVID-19 pandemic and academic stress in university students. Romanian Journal for Multidimensional Education/Revista Romaneasca Pentru Educatie Multidimensionala, 12. https://doi.org/10.18662/rrem/12.1sup2/252
Musingafi, M. C., Mapuranga, B., Chiwanza, K., & Zebron, S. (2015). Challenges for open and distance learning (ODL) students: Experiences from students of the Zimbabwe Open University. Journal of Education and Practice, 6(18), 59-66. https://files.eric.ed.gov/fulltext/EJ1079750.pdf
Muslimin, A., & Harintama, F. (2020). Online Learning during Pandemic: Students' Motivation, Challenges, and Alternatives. Loquen: English Studies Journal, 13(2), 60-68. http://dx.doi.org/10.32678/loquen.v13i2.3558
Naser, A. Y., Dahmash, E. Z., Al-Rousan, R., Alwafi, H., Alrawashdeh, H. M., Ghoul, I., & Alyami, H. S. (2020). Mental health status of the general population, healthcare professionals, and university students during 2019 coronavirus disease outbreak in Jordan: A cross-sectional study. Brain and behavior, 10(8), e01730. https://doi.org/10.1002/brb3.1730
Ng, C. F. (2021). The physical learning environment of online distance learners in higher education – A conceptual model. Frontiers in Psychology, 12, 635117. https://doi.org/10.3389/fpsyg.2021.635117
Ochnik, D., Rogowska, A. M., Kusnierz, C., Jakubiak, M., Schutz, A., Held, M. J., Arzensek, A., Benatov, J., Berger, R., Korchagina, E. V., and Pavlova, I. (2021). Mental health prevalence and predictors among university students in nine countries during the COVID-19 pandemic: A cross-national study. Scientific reports, 11(1), 1-13. https://doi.org/10.1038/s41598-021-97697-3
Ozudogru, G. (2021). Problems faced in distance education during COVID-19 Pandemic. Participatory Educational Research, 8(4), 321-333.
https://files.eric.ed.gov/fulltext/EJ1300914.pdf
Ozudogru, F., & Hismanoglu, M. (2016). Views of freshmen students on foreign language courses delivered via e-learning. Turkish Online Journal of Distance Education. 17(1), 31-47. https://dergipark.org.tr/tr/download/article-file/156708
Rogowska, A. M., Pavlova, I., Kusnierz, C., Ochnik, D., Bodnar, I., & Petrytsa, P. (2020). Does physical activity matter for the mental health of university students during the COVID-19 pandemic?. Journal of clinical medicine, 9(11), 3494.
https://doi.org/10.3390/jcm9113494
Sabri, S., Khairuddin, Z., Johan, S. J. A., Daud, K. M., & Bahrn, F. F. S. (2021). Causes of Language Anxiety in an ESL Classroom: Towards a Mentally Healthier Learning Environment. International Journal of Asian Social Science, 11(9), 452-460. https://doi.org/10.18488/journal.1.2021.119.452.460
Spinelli, M., Lionetti, F., Pastore, M., & Fasolo, M. (2020). Parents' stress and children's psychological problems in families facing the COVID-19 outbreak in Italy. Frontiers in psychology, 11, 1713. https://doi.org/10.3389/fpsyg.2020.01713
Tan, Y., Wu, Z., Qu, X., Liu, Y., Peng, L., Ge, Y., ... & Kang, J. (2022). Influencing factors of international students’ anxiety under online learning during the COVID-19 pandemic: A cross-sectional study of 1,090 Chinese international students. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.860289
Temple, M., & Gall, T. L. (2016). Working Through Existential Anxiety Toward Authenticity: A Spiritual Journey of Meaning Making. Journal of Humanistic Psychology, 58(2), 168–193. https://doi.org/10.1177/0022167816629968
Thandevaraj, E. , Gani, N. and Nasir, M. (2021) A Review of Psychological Impact on Students Online Learning during COVID-19 in Malaysia. Creative Education, 12, 1296-1306. https://doi.org/10.4236/ce.2021.126097
Tomaszek, K., & Muchacka-Cymerman, A. (2020). Thinking about My Existence during COVID-19, I Feel Anxiety and Awe-The Mediating Role of Existential Anxiety and Life Satisfaction on the Relationship between PTSD Symptoms and Post-Traumatic Growth. International journal of environmental research and public health, 17(19), 7062. https://doi.org/10.3390/ijerph17197062
Varnum, M. E. W., & Grossmann, I. (2017). Cultural Change: The How and the Why. Perspectives on Psychological Science, 12(6), 956–972. https://doi.org/10.1177/1745691617699971
Wathelet, M., Duhem, S., & Vaiva, G. (2020). Factors Associated With Mental Health Disorders Among University Students in France Confined During the COVID-19 Pandemic. JAMA Network Open. 3(10). https://doi.org/10.1001/jamanetworkopen.2020.25591
Wang, J. (2021). Vision of China’s future urban construction reform: In the perspective of comprehensive prevention and control for multi disasters. Sustainable cities and society, 64, 102511. https://doi.org/10.1016/j.scs.2020.102511
Wangchuk, P. (2021). Humankind’s Existential Crisis Amid COVID-19 Pandemic: A Theoretical Perspective. Asian Journal of Education and Social Studies, 20(1), 1-9. https://doi.org/10.9734/ajess/2021/v20i130474
Weldon, A., Ma, W. W. K., Ho, I. M. K., & Li, E. (2021). Online learning during a global pandemic: Perceived benefits and issues in higher education. Knowledge Management & E-Learning, 13(2), 161–181. https://doi.org/10.34105/j.kmel.2021.13.009
Xiang, M., Zhang, Z., & Kuwahara, K. (2020). Impact of COVID-19 pandemic on children and adolescents' lifestyle behavior larger than expected. Progress in cardiovascular diseases, 63(4), 531. https://doi.org/10.1016/j.pcad.2020.04.013
Zalat, M. M., Hamed, M. S., & Bolbol, S. A. (2021). The experiences, challenges, and acceptance of e-learning as a tool for teaching during the COVID-19 pandemic among university medical staff. PloS one, 16(3), e0248758. https://doi.org/10.1371/journal.pone.0248758
In-Text Citation: (Daud et al., 2022)
To Cite this Article: Daud, K. M., Satimin, O., Sabri, S., Khairuddin, Z., & Johan, S. J. A. (2022). Identifying Challenges and Risk Factors During Online Distance Learning (ODL) among Malaysian University Students. International Journal of Academic Research in Business and Social Sciences, 12(12), 693– 710.
Copyright: © 2022 The Author(s)
Published by HRMARS (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode
