Since the pandemic outbreak, online has been the new norm for students and lecturers. This teaching and learning method involves adapting virtual delivery and access by optimizing the use of various applications and mediums, including Islamic studies. This study aims to find learners' perceptions in Islamic studies regarding learner-to-instructor, learner-to-learner, and learner-to-content interactions. The methodology used by this study is a quantitative method with a survey and questionnaires are distributed randomly among students enrolling in the Islamic Studies course from public universities, involving 409 respondents. The data were descriptively analysed using percentages and mean scores to identify the perceptions among Islamic learners regarding their online sessions. This study covers three sections regarding significant interactions in online learning: learner-to-instructor, learner-to-learner and learner-to-content. The findings show that the highest mean is learner-to-instructor, followed by learner-to-learner, and the lowest in the learner-to-content section. The most effective interaction among learners of Islamic studies is lecturer-student relation. The perception regarding contents shows that the lessons, specifically in Islamic studies must be provided creatively and interactively to meet the students’ needs. The research findings highlighted the role of instructors in delivering knowledge in their best way and approaches to ensure effectiveness throughout their lessons. Learners in Islamic studies must have an active learning attitude to empower their knowledge. In conclusion, the findings of this study should be used as guidelines for learners and instructors to enhance the quality of pedagogy in Islamic Studies. The study suggests future research about online interactions and face-to-face learning in another field.
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In-Text Citation: (Ali et al., 2022)
To Cite this Article: Ali, N. B., Razaly, M. Z., Rahim, S. A., Sulaiman, Z., & Atan, A. (2022). Exploring Interactions in Online Distance Learning (ODL): The Case for Islamic Studies. International Journal of Academic Research in Business and Social Sciences, 12(8), 623– 639.
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