ISSN: 2222-6990
Open access
The development of the internet especially when the pandemic hits the world affects the teaching and learning. While online learning has been adapted by universities since the early 1990s, higher education institutions are forced to use technology in teaching and learning as a result of the pandemic. Online learning affects the students physically and mentally by looking at issues that arise following the full adoption of technology in education. With that being said, this paper aims to understand the effects of online learning on students’ life satisfaction. The study uses a cross-sectional method which is to survey 319 students of Kolej Universiti Poly-Tech MARA (KUPTM) Kuala Lumpur. The result of this study indicates the students accept online learning, however, it too affects the students’ overall emotion and life satisfaction. The students feel that learning can be unfulfilling and stressful in comparison with traditional face-to-face classes. It can be concluded that the university students are not ready to accept online learning though it can provide good user experience and changes to the teaching and learning process in this 21st century. The study recommended future research to study proper methods that can be used to ensure the students are satisfied with online learning and life.
Abas, Z. A. (2004). “E-Readiness among Enablers of E-Learning: Impact on Higher Education in Malaysia.” In SEAIR 2005 Indonesia Conference Proceeding: Higher Education Degrees: A New Global Currency? Universitas Widyatama, September 14-16, 2005, 1–8. Open University Malaysia.
Abdullah, M. H. T., Roslim, N., & Salleh, M. I. M. (2022). Open and distance learning during the Covid-19 pandemic: University students’ learning experiences and academic achievements. Asian Journal of University Education, 18(1), 106–117. https://doi.org/10.24191/ajue.v18i1.17177Adedoyin, O. B., and E. Soykan. 2020. “Covid-19 Pandemic and Online Learning: The Challenges and Opportunities.” Interactive Learning Environments. 1–13. https://doi.org/10.1080/10494820.2020.1813180.
Ali, R., & Yasin, S. H. M. (2020). The Impact of COVID-19 on Education in Malaysia. Journal of Social Sciences and Humanities, 3(7), 542–551.
Al-Qahtani, A. A. (2017). Exploring the potential benefits of using online courses in Saudi higher education. Turkish Online Journal of Educational Technology, 16(1), 48-57.
Anitha, R., & Vijayakumar, P. (2020). Online learning and mental health of undergraduate students during COVID-19 pandemic. Journal of Education and Health Promotion, 9, 361.
Almahasees, Z., Mohsen, K., & Amin, M. O. (2021). Faculty’s and Students’ Perceptions of Online Learning During COVID-19. Frontiers in Education, 6. https://doi.org/10.3389/feduc.2021.638470
Azhari F. A., and Ming, L. C. (2015). “Review of E-Learning Practice at the Tertiary Education Level in Malaysia.” Indian Journal of Pharmaceutical Education and Research 49, no. 4: 248–257. doi:10.5530/ijper.49.4.2.
Cheung, A. C. K., & Slavin, R. E. (2020). How Methodological Reports Can Improve Education Research: The Case of Distance Learning. Educational Researcher, 49(7), 491–498.
Diener, E. (1984). “Subjective Well-Being.” Psychological Bulletin 95, no. 3: 542–575. https://psycnet.apa.org/doi/10.1037/0033-2909.95.3.542.
Ehlers, U.-D., and Pawlowski, J. M. (2006). “Quality in European e-learning: an introduction,” in Handbook on Quality and Standardisation in E-Learning, eds U. D. Ehlers and J. M. Pawlowski (Berlin: Springer), 1–13. doi: 10.1007/3-540-32788-6_1
Einhorn, E. (2021). Remote students are more stressed than their peers in the classroom, study shows. NBC News. https://www.nbcnews.com/news/education/remote-students-are-more-stressed-their-peers-classroom-study-shows-n1257632
Eksail, F. A. A., and Afari, E. (2020). Factors affecting trainee teachers' intention to use technology: a structural equation modeling approach. Educ. Inform. Tech. 25, 2681–2697. doi: 10.1007/s10639-019-10086-2
Elshami, W., Taha, M. H., Abuzaid, M., Coumaravelou, S., Sausan, A. K., & Abdalla, M. E. (2021). Satisfaction with online learning in the new normal: perspective of students and faculty at medical and health sciences colleges. Medical Education Online, 26(1). https://doi.org/10.1080/10872981.2021.190090
Fawaz, M., & Samaha, A. (2021). E-learning: Depression, anxiety, and stress symptomatology among Lebanese university students during COVID-19 quarantine. Nursing Forum, 56(1), 52–57. https://doi.org/10.1111/nuf.12521
Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The Difference Between Emergency Remote Teaching and Online Learning. EDUCAUSE Review, 55(4), 1–12.
Huang, F., Teo, T., and Zhou, M. (2020). Chinese students' intentions to use Internet-based technology for learning. Educ. Tech. Rese. Deve. 68, 575–591. doi: 10.1007/s11423-019-09695-y
Khambali, K. M., Hamzah, M., & Khalid, F. (2018). The Malaysian Online Learning Landscape: Challenges and Opportunities. In Proceedings of the 2018 7th International Conference on Educational and Information Technology (ICEIT 2018) (pp. 17–21). Association for Computing Machinery. https://doi.org/10.1145/3201579.3201582
Ke, F., and Kwak, D. (2013). “Online Learning Across Ethnicity and Age: A Study on Learning Interaction Participation, Perception, and Learning Satisfaction.” Computers & Education 61. 43–51. https://doi.org/10.1016/j.compedu.2012.09.003.
Khechine, H., Lakhal, S., & Esposito, A. (2021). Online Learning in the Time of COVID-19: A Systematic Literature Review. International Journal of Information and Education Technology, 11(2), 69–75.
Lakioti, A., Pezirkianidis, C., Karakasidou, E., & Stalikas, A. (2017). Reliability and validity of the Satisfaction with Life Scale (SWLS) in a Greek sample counselling and psychotherapy in Greece view project SUCCESS EU: Strategies to utilize and cultivate positive characteristics (Positive Career Counselling for adolescent students) view project. The International Journal of Humanities & Social Studies, 5(2), 120–127. www.theijhss.com
Langford, M., and Damsa, C. (2020). Online Teaching in the Time of COVID-19: Academic Teachers' Experience in Norway. Oslo: Centre for Experiential Legal Learning (CELL) University of Oslo.
Lawton, G. (2019). “Why are students at university so stressed?” The Guardian. Last modified May 31, 2019. https://www.theguardian.com/education/2019/may/31/why-are-students-at-university-so-stressed.
Liao, Y. W., Huang, Y. M., Huang, S. H., Chen, H. C., and Wei, C. W. (2019). Exploring the switching intention of learners on social network-based learning platforms: a perspective of the push–pull–mooring model. EURASIA J. Math. Sci. Technol. Educ. 15, 1–10. doi: 10.29333/ejmste/108483
Lim, I. (2022). Reality for Malaysia’s university students: Online learning challenges, stress, workload; possible solutions for fully digital future until Dec. Malay Mail.
Liu, Y., Li, H., and Carlsson, C. (2010). Factors driving the adoption of m-learning: an empirical study. Comput. Educ. 55, 1211–1219. doi: 10.1016/j.compedu.2010.05.018
Maroufizadeh, S., Ghaheri, A., Omani Samani, R., & Ezabadi, Z. (2016). Psychometric properties of the satisfaction with life scale (SWLS) in Iranian infertile women. International Journal of Reproductive Bio Medicine, 14(1), 57–62. http://internal.psychology.
Mheidly, N., Fares, M. Y., & Fares, J. (2020). Coping With Stress and Burnout Associated With Telecommunication and Online Learning. Frontiers in Public Health, 8. https://doi.org/10.3389/fpubh.2020.574969
Moore, J. L., Dickson-Deane, C., & Galyen, K. (2011). E-learning, online learning, and distance learning environments: Are they the same? Internet Higher Educ, 14(2), 129–135.
Mulder, F., and Janssen, B. (2013). Opening up education. Open Educ. Resour. Trend Rep. 36–42. https://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.429.2450&rep=rep1&type=pdf
Over 50% of students say online learning stressful. (2021). Free Malaysia Today. https://www.freemalaysiatoday.com/category/nation/2021/10/05/over-50-of-students-say-online-learning-stressful/
Perveen, A. (2016). “Synchronous and Asynchronous E-Language Learning: A Case Study of Virtual University of Pakistan.” Open Praxis 8, no. 1: 21–39.
Pimmer, C., Mateescu, M., Grohbiel, U., & Junger, J. (2016). Mobile and ubiquitous learning in higher education settings. A systematic review of empirical studies. Computers in Human Behavior, 63, 490-501.
Sabudin, M., Mohamed, N., & Sahari@Ashaari, N. (2018). Malaysia MOOCs: Perception of University Students towards Their Learning Experience. In Proceedings of the 2018 7th International Conference on Educational and Information Technology (ICEIT 2018) (pp. 76–80). Association for Computing Machinery. https://doi.org/10.1145/3201579.3201595
Sangster, A., Stoner, G., and Flood, B. (2020). “Insights into Accounting Education in a COVID-19 World.” Accounting Education 29, no. 5: 431–562. https://doi.org/10.1080/09639284.2020.1808487.
Schultz, R. B., & DeMers, M. N. (2020). Transitioning from emergency remote learning to deep online learning experiences in Geography education. Journal of Geography, 119(5), 142–146.
Shahariah, H., & Najdah, A. A. (2021). Covid 19 pandemic: impact on students’ acceptance towards online learning. International Journal of Business, Economics and Law, 24(5).
She, L., Ma, L., Jan, A., Nia, S. H., & Rahmatpour, P. (2021). Online learning satisfaction during Covid-19 pandemic among Chinese university students: The serial mediation model. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.743936
Tian, Y., Xiao, W., Li, C., Liu, Y., Qin, M., Wu, Y., et al. (2014). Virtual microscopy system at Chinese medical university: an assisted teaching platform for promoting active learning and problem-solving skills. BMC Med. Educ. 14:74. doi: 10.1186/1472-6920-14-74
Williamson, B., Eynon, R., and Potter, J. (2020). “Pandemic Politics, Pedagogies and Practices: Digital Technologies and Distance Education during the Coronavirus Emergency.” Learning, Media and Technology 45, no. 2: 107–114. https://doi.org/10.1080/17439884.2020.1761641.
Wong, S. L., Lee, T. H., & Lim, W. M. (2007). The Smart School Flagship Project: A National-Level Initiative in Educational Technology. Educational Technology & Society, 10(2), 113–127.
Yun, Y. H., Rhee, Y. E., Kang, E., & Sim, J. A. (2019). The satisfaction with life scale and the subjective well-being inventory in the general Korean population: Psychometric properties and normative data. International Journal of Environmental Research and Public Health, 16(9). https://doi.org/10.3390/ijerph16091538
In-Text Citation: (Raja Rosemawati et al., 2023)
To Cite this Article: Raja Rosemawati, R. A., Shazni Bahari, Che Nur Amalina S, C. Z., Norfarahin Amat, A., Asyraf Rahman. (2023). An Insight of Online Learning and Life Satisfaction: A Case Study of Kolej Universiti Poly-Tech Mara (KUPTM). International Journal of Academic Research in Business and Social Sciences, 13(13), 99–110.
Copyright: © 2023 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