ISSN: 2222-6990
Open access
Online learning has been introduced for more than a decade. Many educational institutions embrace online learning to facilitate teaching and learning activities. The COVID-19 pandemic that hit countries around the globe has impacted the education landscape and created an urgency to transform conventional teaching and learning activities into online learning. Hence, this study aims to examine how online learning influences engagement between learners, instructors and content. To answer the objectives of the study, an online survey was administered to students in Malaysia who experience online learning during the pandemic. A total of 384 respondents participated in the survey. The respondents consist of university students from various universities in Malaysia. The findings indicate that social support plays a crucial role in online learning. Active interaction among learners, peers and instructors are also important. In addition, the flexibility of the instructors using different types of online learning platforms help learners to cope well in the transition process. These findings shed a light not only on instructors but also on the management as well as the policymaker in strategizing and enhancing mechanisms and action plans for the best online learning experience.
Abrami, P. C., Bernard, R. M., Bures, E. M., Borokhovski, E., & Tamim, R. M. (2011). Interaction in distance education and online learning: Using evidence and theory to
improve practice. Journal of Computing in Higher Education, 23(2-3), 82-103. https://doi.org/10.1108/10662240110396432
Alfarimba, R., Ardianti, S. D., & Khamdun, K. (2021). The impact of online learning on the learning motivation of primary school students. Progres Pendidikan, 2(2), 94-99. doi.org https:///10.29303/prospek.v2i2.146
Almendingen, K., Morseth, M. S., Gjølstad, E., Brevik, A., & Tørris, C. (2021). Student’s experiences with online teaching following COVID-19 lockdown: A mixed methods explorative study. PLoS ONE, 16(8), 1-16.
https://doi.org/10.1371/journal.pone.0250378
Shanika, A. (2020). Is Malaysia ready for full implementation of virtual learning. BERNAMA. https://www.bernama.com/en/features/news.php?id=1881656
Barbera, E., & Linder-VanBerschot, J. A. (2011). Systemic multicultural model for online education: Tracing connections among learner inputs, instructional processes, and outcomes. Quarterly Review of Distance Education, 12(3), 167.
link.gale.com/apps/doc/A284222172/AONE?u=anon~c40577f1&sid=bookmark-AONE&xid=25909884.
Bartley, S. J., & Golek, J. H. (2004). Evaluating the cost effectiveness of online and face-to-face instruction. Educational Technology & Society, 7(4), 167-175.
http://elibrary.lt/resursai/Uzsienio%20leidiniai/IEEE/English/2006/Volume%207/Issue%204/Jets_v7i4_16.pdf
Barratt, J. M., & Duran, F. (2021). Does psychological capital and social support impact engagement and burnout in online distance learning students? The Internet and Higher Education, 51. https://doi.org/10.1016/j.iheduc.2021.100821
Chen, Y., Chen, N. S., & Tsai, C. C. (2009). The use of online synchronous discussion for web-based professional development for teachers. Computers & Education, 53(4), 1155-1166. https://doi.org/10.1108/10662240110396432
Ching, C. C., & Hursh, A. W. (2014). Peer modeling and innovation adoption among teachers in online professional development. Computers & Education, 73, 72-82.
https://doi.org/10.1016/j.compedu.2013.12.011
Cohen, S. (2004). Social relationships and health. American psychologist, 59(8), 676. https://doi.org/10.1037/0003-066X.59.8.676
Cohen, J. A. (2021). A fit for purpose pedagogy: Online learning designing and teaching. Development and Learning in Organizations, 35(4), 15-17.
https://doi.org/10.1108/DLO-08-2020-0174
Dong, C., Lee, D. W.-C., & Aw, D. C.-W. (2021). Tips for medical educators on how to conduct effective online teaching in times of social distancing. Proceedings of Singapore Healthcare, 30(1), 59-63. https://doi.org/10.1177/2010105820943907
Dunn, T. J., & Kennedy, M. (2019). Technology Enhanced Learning in higher education; motivations, engagement and academic achievement. Computers & Education, 137, 104-113. https://doi.org/10.1016/j.compedu.2019.04.004
Dwivedi, A., Dwivedi, P., Bobek, S., & Zabukovšek, S. S. (2019). Factors affecting students’ engagement with online content in blended learning. Kybernetes, 48(7), 1500-1515.https://doi.org/10.1108/K-10-2018-0559
Emm, S., Chichester, L., Restanio, C., Kratsch, H., & Bishop, C. (2020). Determining if Zoom is an appropriate social distancing educational tool during Covid-19. Journal of the NACAA, 13(2). https://www.nacaa.com/journal/index.php?jid=1151
Evans, J. R., & Haase, I. M. (2001). Online business education in the twenty?first century: An analysis of potential target markets. Internet Research, 11(3), 246-260.
https://doi.org/10.1108/10662240110396432
Friedman, L. W., & Friedman, H. (2021). Using social media technologies to enhance online learning. Journal of Educators Online, 10(1), 1-22.
https://www.learntechlib.org/p/114389/
Glynn, S. M., Brickman, P., Armstrong, N., & Taasoobshirazi, G. (2011). Science motivation questionnaire II: Validation with science majors and nonscience majors. Journal of research in science teaching, 48(10), 1159-1176. https://doi.org/10.1002/tea.20442
Hui, C. M., & Ayub, N. (2021). The effect of online learning and procrastination behaviour on Well-Being among undergraduates in Universiti Malaysia Sabah. The 1st Borneo Psychology Seminar 2021 Proceedings, 60-67.
https://www.ums.edu.my/v5/ms/announcement-link-3/10697-the-1st-borneo-psychology-seminar-2021
Hong, Z. (2003). Constructivism in online learning: A literature review. Graduate Research Papers, 853. https://scholarworks.uni.edu/grp/853
Ismail, N. S., Abu Bakar, N. M., & Tarek, S. 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
Karim, M. A. (2020). UiTM moves to online learning mode. New Straits Times. https://www.nst.com.my/education/2020/04/586565/uitm-moves-online-learning-mode
Kentnor, H. (2015). Distance education and the evolution of online learning in the United States, Curriculum and Teaching Dialogue, 17(1/2), 21-175.
https://digitalcommons.du.edu/cgi/viewcontent.cgi?article=1026&context=law_facpub
Khlaif, Z. N., Salha, S., & Kouraichi, B. (2021). Emergency remote learning during COVID-19 crisis: Students' engagement. Educ Inf Technol (Dordr), 1-23.
https://doi.org/10.1007/s10639-021-10566-4
Kim, H. (2020). The efficacy of Zoom technology as an educational tool for English reading comprehension achievement in EFL classroom. International Journal of Advanced Culture Technology, 8(3), 198-205. https://doi.org/10.17703/IJACT.2020.8.3.198
Kobayash?, M. (2017). Students’ media preferences in online learning. Turkish Online Journal of Distance Education, 18(3), 4-15. doi: 10.17718/tojde.328925
Kumar, P., Saxena, C., & Baber, H. (2021). Learner-content interaction in e-learning: The moderating role of perceived harm of COVID-19 in assessing the satisfaction of learners. Smart Learning Environments 8(5), 1-15. https://doi.org/10.1186/s40561-021-00149-8
Lim F. P. (2017). An analysis of synchronous and asynchronous communication tools in e-Learning. Advanced Science and Technology Letters, 143, 230-234. http://dx.doi.org/10.14257/astl.2017.143.46
Lowyck, J., & Pöysä, J. (2001). Design of collaborative learning environments. Computers in Human Behavior, 17(5-6), 507-516. doi:10.1016/S0747-5632(01)00017-6
Maboe, K. A. (2017). Use of online interactive tools in an open distance learning context: Health studies students' perspective. Health SA Gesondheid, 22, 221-227. https://doi.org/10.1016/j.hsag.2017.02.001
Major, S., Sawan, L., Vognsen, J., & Jabre, M. (2020). COVID-19 pandemic prompts the development of a Web-OSCE using Zoom teleconferencing to resume medical students’ clinical skills training at Weill Cornell Medicine-Qatar. BMJ Simulation and Technology Enhanced Learning, 6, 376-377. https://doi.org/10.1136/bmjstel-2020-000629
Mallillin, L. L. D., Mendoza, L. C., Mallillin, J. B., Felix, R. C., & Lipayon, I. C. (2020). Implementation and readiness of online learning pedagogy: A transition to Covid 19 pandemic. European Journal of Open Education and E-learning Studies, 5(2), 71-90. http://dx.doi.org/10.46827/ejoe.v5i2.3321
Martin, F., & Bolliger, D. U. (2018). Engagement matters: Student perceptions on the importance of engagement strategies in the online learning environment. Online Learning Journal, 22(1), 205-222. https://doi.org/10.24059/olj.v22i1.1092
Mathew, V., & Chung, E. (2021). University students’ perspectives on open and distance learning (ODL) implementation amidst COVID-19. Asian Journal of University Education, 16(4), 152-160. https://doi.org/10.24191/ajue.v16i4.11964
McLeod, S. (2019). Constructivism as a theory for teaching and learning. SymplyPsychology. https://www.simplypsychology.org/constructivism.html
Moore, M. J. (1993). Three types of interaction. In K. Harry, M. John, & D. Keegan (Eds.),
Distance education theory. New York: Routledge.
Nandi, D., Chang, S., & Balbo, S. (2009). A conceptual framework for assessing interaction quality in online discussion forum. In R. J. Atkinson & C. McBeath (Eds., Proceedings Ascilite Auckland 2009 (665-673).
http://www.ascilite.org.au/conferences/auckland09/procs/Nandi.pdf
Nguyen, T. (2015). The effectiveness of online learning: Beyond no significant difference and future horizons. Journal of Online Learning and Teaching, 11(2), 309-319. https://jolt.merlot.org/Vol11no2/Nguyen_0615.pdf
Parker, M. A., & Martin, F. (2010). Using virtual classrooms: Student perceptions of features and characteristics in an online and a blended course. MERLOT Journal of Online Learning and Teaching, 6(1), 135-147. https://jolt.merlot.org/vol6no1/parker_0310.pdf
Piaget, J. (1971) Psychology and Epistemology: Towards a Theory of Knowledge. New York: Grossman.
Prabu, P. S., Sivakumar, A., & Parthiban, V. (2020). Developing the next generation learners in this digital era (Vol. I). Lulu Publication.
Revere, L., & Kovach, J. V. (2011). Online technologies for engaged learning: A meaningful synthesis for educators. The Quarterly Review of Distance Education, 12(2), 113-124. https://www.researchgate.net/publication/296456436_Online_technologies_for_engaged_learning_A_meaningful_synthesis_for_educators
Robinson, A., & Cook, D. (2018). “Stickiness”: gauging students’ attention to online learning activities. Information and Learning Science, 119 (7/8), 460-468.
https://doi.org/10.1108/ILS-03-2018-0014
Salter, D., Richards, L., & Carey, T. (2004). The ‘T5’ design model: An instructional model and learning environment to support the integration of online and campus-based courses. Educational Media International, 41(3), 207-217.
https://doi.org/10.1080/09523980410001680824
Samat, M. F., Awang, N. A., Hussin, S. N. A., & Nawi, F. A. M. (2020). Online Distance Learning Amidst Covid-19 Pandemic Among University Students: A Practicality of Partial Least Squares Structural Equation Modelling Approach. Asian Journal of University Education (AJUE), 16(3), 220-233. https://files.eric.ed.gov/fulltext/EJ1274172.pdf
Sia, J. K-M. & Adamu, A. A. (2021). Facing the unknown: Pandemic and higher education in Malaysia. Asian Education and Development Studies, 10(2), 263-275. https://doi.org/10.1108/AEDS-05-2020-0114
Tareen, H., & Haand, M. T. (2020). A case study of UiTM post-graduate students’ perceptions on online learning: Benefits & challenges. International Journal of Advanced Research and Publications, 4(6), 86-94. www.ijarp.org
Tseng, S. C., & Tsai, C. C. (2010). Taiwan college students' self-efficacy and motivation of learning in online peer assessment environments. The Internet and Higher Education, 13(3), 164-169. http://dx.doi.org/10.1016/j.iheduc.2010.01.001
United Nations. (2020). Policy brief: Education during COVID-19 and beyond.
https://www.un.org/development/desa/dspd/wp-content/uploads/sites/22/2020/08/sg_policy_brief_covid-19_and_education_august_2020.pdf
Webb, A., McQuaid, R. W., & Webster, C. W. R. (2021). Moving learning online and the COVID-19 pandemic: a university response. World Journal of Science, Technology and Sustainable Development, 18(1), 1-19. https://doi.org/10.1108/wjstsd-11-2020-0090
Zhang, S., & Liu, Q. (2019). Investigating the relationships among teachers’ motivational beliefs, motivational regulation, and their learning engagement in online professional learning communities. Computers & Education, 134, 145-155.
http://dx.doi.org/10.1016/j.compedu.2019.02.013
In-Text Citation: (Misman et al., 2021)
To Cite this Article: Misman, F. N., Jaini, A., Kadir, J. M. A., Mahmood, C. F. C., Rashid, N. R. A., & Dzulkifli, M. R. (2021). Cognitive Constructivism in the Classroom: The Case for Online Distance Learning. International Journal of Academic Research in Business and Social Sciences, 11(11), 1033 – 1052.
Copyright: © 2021 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