ISSN: 2222-6990
Open access
Examining the influence of autonomy in online higher education is vital due to its crucial role in student success. This study aims to investigate factor that influence autonomy in online learning and to determine the interaction between learners-instructors-content. An online survey questionnaire was distributed to 88 students from different engineering programs, including Civil, Electrical, Mechanical, and Chemical Engineering, at Universiti Teknologi MARA, Johor Branch, Pasir Gudang Campus, and analysed using the Cronbach Alpha method. Demographic data were analysed descriptively as percentages, and 21 survey items were analysed by mean. The results indicated that learners were not independent in their online studies. They preferred to study in peer groups. Working with familiar peers motivated them to complete their assignments. The instructors’ teaching style played an important role in maintaining their attention during online sessions, especially since most engineering subjects were complex. Additionally, an overview of learning outcomes helped students understand the overall topic. The findings are expected to contribute to the enhancement of online education practices for engineering students in higher education institutions in Malaysia.
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(Kamaruddin et al., 2024)
Kamaruddin, S. F. B., Saifullizam, N. Z. B., Zahid, A. Z. B. M., & Khalid, N. B. (2024). The Influence of Autonomy in Online Learning. International Journal of Academic Research in Business and Social Sciences, 14(7), 1705–1717.
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