Since the COVID-19 outbreak, the learning environment in higher learning institutions has now transformed from the traditional face-to face to online distance learning (ODL). This transformation will undoubtedly pose some challenges for the students. Therefore, it is important to identify these challenges so that measures can be made to support students’ learning in the new norm. Using the TIPEC (Technology, Individual, Pedagogy, and Enabling Conditions) framework, this research aims at identifying the most challenging factor in ODL as perceived by the students and to examine the influence of gender as well as fields of study on the factors. Employing a quantitative research method, an 18 item-questionnaire was developed based on TIPEC framework and distributed to students in a public university via online. 60 students responded to the survey and the data gathered were analysed using both descriptive and inferential statistics. . The means were used to describe the students’ perceptions on the challenges they faced in ODL. Meanwhile, t-Test and One-Way ANOVA were run to see the differences in the perceptions based on gender and fields of study respectively. The major findings revealed that students perceived the individual factor as the most challenging factor and the pedagogy factor was the least in ODL. It was also discovered that gender influenced the individual and technological factors, but fields of study had no influence on any of the factors. It is important to note that the findings can help students, lecturers and administrators of higher learning institutions understand the challenges in ODL so that they can take actions to ensure successful teaching and learning in this new norm. Future researches should explore other aspects such as the students’ support system and coping strategies in ODL.
Aboagye, E. (2020). COVID-19 and E-learning the challenges of students in tertiary institutions in Ghana. Social Education Research. 10.37256/ser.122020422
Adams, D., Sumintono, B., Mohamed, A., & Noor, M. N. (2018). E-learning readiness among students of diverse backgrounds in a leading Malaysian higher education institution. Malaysian Journal of Learning and Instruction, 15 (2), 227-256.
https://www.researchgate.net/publication/330009392_E-Learning_Readiness_among_Students _of
_Diverse_Background_in_a_Leading_Malaysian_Higher_Education_Institution
Al-Balas, M., Al-Balas, H. I., Jaber, H. M., & Obeidat, K. A. (2020). Distance learning in clinical medical education amid COVID-19 pandemic in Jordan: Current situation, challenges, and perspectives. BMC Med Educ, 20, 341.
https://doi.org/10.1186/s12909-020-02257-4
Ali, S., Uppal, M. A., & Gulliver, S. (2018). A conceptual framework highlighting e-learning implementation barriers. Information Technology & People, 31 (1), 156-180. http://centaur.reading.ac.uk/70274/
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. Education and Information Technologies, 1–20.
https://doi.org/10.1007/s10639-020-10219-y
Bogoslov, I. A., & Lungu, A. E. (2020). Facing the new learning normality - Europe at a glance in the context of coronavirus pandemic. Revista Economic?, 72 (1), 25-36.
http://economice.ulbsibiu.ro/revista.economica/archive/72103bogoslov&lungu.pdf
Cherry, K. (2020). What is perception? Cognitive Psychology.
https://www.verywellmind.com/perception-and-the-perceptual-process-2795839
Chidaushe W. K. (2021). Exploring the impediments to new learning habits in view of change management: A comparative study of Botswana Accountancy College(BAC) and Botho University (BU). Journal of Business Strategy Finance and Management, 1(1,2).
http://jbsfm.org/vol1no1/exploring-the-impediments-to-new-learning-habits-in-view-of-change-management---a-comparative-study-of-botswana-accountancy-college-bac--and-botho-university--bu-/
Cuadrado-Garcia, M., Ruiz-Molina, M., & Montoro-Pons, J. (2010). Are there gender differences in e-learning use and assessment? Evidence from an interuniversity online project in Europe. Procedia - Social and Behavioral Sciences. 2. 367-371. DOI: 10.1016/j.sbspro.2010.03.027.
Diningrat, S. W. M., Nindya, M. A., & Salwa, S. (2020). Emergency online teaching: Early childhood education lecturers' perception of barrier and pedagogical competency. Jurnal Cakrawala Pendidikan, 39 (3), 705-719.
https://journal.uny.ac.id/index.php/cp/article/view/32304
Ismail, N. S., Abu Bakar, N. M., & Wafa, S. S. T. S. W.W. (2020). Online learning challenges during pandemic COVID-19 in Malaysian higher learning institution. Universal Journal of Educational Research, 8(12), 7151 - 7159. DOI: 10.13189/ujer.2020.081282.
Johnson, R. D. (2011). Gender differences in e-learning: Communication, social presence, and learning outcomes. Journal of Organizational and End User Computing, 23(1),79-94.
https://www.researchgate.net/publication/220068766_Gender_Differences_in_E- Learning_Communication_Social_Presence_and_Learning_Outcomes
Kamal, A. A., Shaipullah, M. N., Truna, L., Sabri, M., & Junaini, S. N. (2020). Transitioning to online learning during COVID-19 pandemic: Case study of a pre-university centre in Malaysia. International Journal of Advanced Computer Science and Applications, 11(6). DOI:10.14569/IJACSA.2020.0110628
Krishnamoorthy, K., & Soh, T. M. T. (2021). Exploring the impact of internet accessibility in implementation of technology-based pedagogy for Science in Malaysian primary schools. International Journal of Academic Research in Progressive Education and Development, 10 (1), 339–353. https://hrmars.com/papers_submitted/9042/exploring-the-impact-of-internet-accessibility-in-implementation-of-technology-based-pedagogy-for-science-in-malaysian-primary-schools.pdf
Majid, M., Badyalina, B. I., & Ramli, M. (2020). Impeding factors towards the effectiveness of online learning during Covid-19 pandemic among Social Sciences students. International Journal of Learning and Development. 10. 37-49. DOI: 10.5296/ijld.v10i4.17921.
MDEC. (2020). Opportunities in times of crisis: Why Malaysia is still the best location for digital services. https://mdec.my/blog/?p=915
Mutisya, D. N., & Makokha, G. L. (2016). Challenges affecting adoption of e-learning in public universities in Kenya. E-Learning and Digital Media, 13(3–4), 140–
157. https://doi.org/10.1177/2042753016672902
Sarangam, A. (2021). Quantitative data- A comprehensive guide for 2021. https://www.jigsawacademy.com/blogs/business-analytics/quantitative-data/
Sharma, E. (2021). TIPEC model implications for Indian e-learning context. International Journal of Knowledge Management Studies, 12 (2), 183. DOI:
10.1504/IJKMS.2021.114531.
Zboun, J. S., & Farrah, M. (2021). Students’ perspectives of online language learning during corona pandemic: Benefits and challenges. Indonesian EFL Journal, 7(1), 13-20. https://doi.org/10.25134/ieflj.v7i1.3986.
In-Text Citation: (Mohamad et al., 2022)
To Cite this Article: Mohamad, F., Ramlan, Z. S., Anuarsham, A. H., Kadir, Z. A., & Darmi, R. (2022). Students’ Perceptions towards The Challenging Factors in Online Distance Learning. International Journal of Academic Research in Business and Social Sciences, 12(4), 58–68.
Copyright: © 2022 The Author(s)
Published by Knowledge Words Publications (www.kwpublications.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
