ISSN: 2222-6990
Open access
As the role of technology in education is rapidly increasing worldwide, universities in Malaysia have begun responding to online learning and infusing technology in their academic curriculum. The teaching plan aided by technology starts to gain popularity during the COVID-19 lockdown as online learning is seen as the main method in providing educational resources to students. However, the plan is never considered successful if the effectiveness of online learning is still questionable. A proper teaching plan is needed to link teachers to their students through customised e-content and resources that can help the teaching and learning process. In addition, the readiness of academicians to venture into online learning and the instability of connectivity in managing the application are also issues to be addressed. Thus, it is important to obtain feedback from lecturers on conducting online learning. This study focuses on Malaysia’s academicians at tertiary institutions specifically at Universiti Teknologi MARA, Negeri Sembilan Branch. The objective of the study is to identify the most frequent applications used by lecturers in conducting online classes and the significant correlation between 3 elements; skills, involvement and understanding. Quantitative approach was used in the research involving 462 lecturers from three campuses at UiTM Negeri Sembilan. The result of this study shows Google application is the most favourable application for online learning and there is a positive correlation between lecturers’ skills and students’ participation. Therefore, it can be concluded that online learning requires commitment from lecturers and students because as lecturers keep updating their teaching skills, students need to adapt and respond accordingly.
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In-Text Citation: (Ramli et al., 2021)
To Cite this Article: Ramli, R. Z., Ramli, A. H., Osman, N., Ismail, Z., Musa, M., & Satari, H. (2021). Online Learning: Insight into Malaysia University Lecturers’ Perspective. International Journal of Academic Research in Business and Social Sciences, 11(2), 1250-1258.
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