Online learning platforms have indeed become a cornerstone of modern education, particularly highlighted during the Covid-19 pandemic. This study aims to assess the readiness and challenges faced by students in transitioning to online learning in the new era. A structured questionnaire was developed specifically for this study to gather comprehensive data on students' experiences transitioning to online learning. The questionnaire was designed to capture four dimensions of the online learning experience, which are transition towards online learning (TTOL), trust in online learning (TOOL), self-directed online learning (SDOL) and information quality on online learning (IQOL). Data for the study was gathered from 51 students enrolled in mechanical engineering program at Universiti Teknikal Malaysia Melaka (UTeM). Using several statistical analyses, which are Cronbach Alpha to measure questionnaire reliability, descriptive analysis and correlation analyses, relevant insights into the effectiveness and impact of online learning were revealed. The results indicate IQOL aspect is the highest at 4.12 and SDOL is the lowest at 3.65. Meanwhile, the correlation analysis indicates a moderate correlation of 0.5003 between TTOL and TOOL. Additionally, least correlation is 0.3235 between SDOL and IQOL is found. Students perception and emotion towards online learning is generally positive. As students adapt to the transition to online learning, they have the opportunity to cultivate valuable skills such as self-discipline, adaptability and digital literacy, all of which are essential for their future careers. To further enhance the online learning experience, it is crucial to improve technical support and foster better communication between the university and students. By addressing these areas, online learning can become an even more viable and effective option for a wider range of students.
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