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AS universities set to keep lectures online until the end of the year, there is an increased spotlight on the challenges faced by students.

Among them are issues related to communications, assessments and scheduling. For online learning to proceed as a long-term continuity plan, there is an urgent need to address these problems.

Pursuing a mixed mode of a master’s degree in English Literary Studies at the International Islamic University Malaysia, Amirul Nazmi Azrymi, 24, believes the virtues of face-to-face discourse are irreplaceable.

“Computer-mediated communication is seen to be less effective as it lacks body language, facial expression and tone.

“It’s difficult to share our points as online discussions can move swiftly from one topic to another. Engaging a big class in a live forum can be challenging too.”

Hence, he said, a moderator’s role is critical to structure an effective virtual discussion.

“By regulating who can speak up at one time, the moderator can ensure that no one is left behind.”

There is a growing concern of plagiarism surrounding online exams, said Amirul.

“As such concerns linger, I suggest that lecturers produce questions that examine students’ critical and creative thinking. Give a leeway for students to use materials as references, provided they include correct and adequate citations.”

He also saw the “flipped classroom” method as a viable approach to presentations.

“Students are required to submit their presentation material a few days earlier to be shared among the class for early reading. On the day of the lesson, all students can engage in a discussion on the subject.”

He hopes that universities can have full autonomy in making academic decisions instead of following a one-size-fits-all approach set by the ministry.

“For education to persevere in this pandemic, the most accommodating steps must be taken.

“There is an issue of accessibility. Prior to the ministry’s announcement, my university has provided guidelines for our online Teaching and Learning (TnL), where students can return to campus should circumstances deem unconducive for us to study at home.

“Apart from poor Internet coverage, other factors at home can render us unable to focus during classes or feel guilty for choosing our studies over family obligations.

“I hope that every student will be given the choice to return to campus, not just final-year or research students. With standard operating procedures in place, it should be up to universities to ensure the safety of students who want to seek knowledge under these conditions.”

Meanwhile, Universiti Teknologi Malaysia Bachelor of Technology with Education (mechanical engineering) student Nabilah Syafiqah Sulaiman said lecturers’ support is key in online learning.

“Most of my lecturers have been understanding. They constantly ask about our ability to attend their classes and assign tasks systematically. But there are a few lecturers who do not pay much attention to students and only distribute work to be submitted on certain dates.”

Nevertheless, the 21-year-old student said she understands that challenges are felt both by students and lecturers.

“To make it easier for both parties, assessments can be carried out through written assignments and online discussions.

“I found it impossible for students to effectively communicate during a live online presentation. Lecturers need to take into account the Internet speed and the quality of the medium used. It would be better to submit a recorded video presentation.

“Complex assignments can be split into smaller components. Lecturers can assess students at several points within the learning process and provide feedback.” Hoping for a standardised curriculum for remote learning, Nabilah expects the ministry to address key challenges faced by students.

“It’s important to address the struggle in switching from traditional classroom learning to computer-based learning.

“Next, students who lack strong Internet access or devices may fail to catch up with their classmates. There are students falling behind and having thoughts of abandoning their education. The ministry can help by providing free electronic devices to them.”

Proceeding with online learning until December requires students to step out of their comfort zones, said Universiti Teknologi Mara communication student Sri Nur Sabrina Muhammad Afif, 23.

“If we find it hard to adapt to the new norm, we need to push ourselves more. Studying online is not bad if we know how to prioritise well.”

The flexibility that comes with online lessons is what she enjoys the most.

“I can move at my own pace and fully observe what is being taught before I move on to the next class. It allows for more personal development as well.”

However, the inability to meet lecturers in person can prevent students from fully understanding the subject, she said.

For virtual lectures to improve, Sri Nur Sabrina hopes that lecturers can consider having multiple sessions with short breaks in between.

“This gives students time to think about the topic and form questions about it. It is also better to keep the class short because not every student has the same level of accessibility to the Internet.

“I also think that assessments and exams should be uploaded on the university’s portal to make it easier for everyone, especially for lecturers to monitor the progress of students.”

Recently, the Higher Education Ministry announced that all TnL in universities will continue online until Dec 31, with exceptions given to five groups of students. The five groups are research mode postgraduate students, certificate, diploma and degree final year and final semester students whose work require special equipment; final semester and final year students with an unconducive home environment or without Internet access; special needs students in technical vocational education and training (TVET) courses at polytechnics and community colleges who need face-to-face teaching and learning; and new students for the 2020/2021 academic year.

AS universities put classes on hold until the end of the year, lecturers and students are forced to adopt online teaching and learning with little to no preparation at all.

The sudden venture into remote education may present unique challenges to both academics and students. Physical and mental preparation are crucial to navigate the world of e-learning.

Universiti Sains Malaysia School of Languages, Literacy and Translation senior lecturer Dr Alla Baksh Mohamed Ayub Khan said there were some things that students needed to be aware about online lectures.

“First is to obtain reliable technology and good Internet connection. Where there is a will, there is a way.

“Students should try their best to attend synchronous (real-time interaction) sessions and participate in asynchronous (without real-time interaction) activities.

“Next, strike a balance and stay focused. Things can be different at home compared to the environment in hostels and rented houses near campus.

“They may have to help their parents and family members with chores and errands.

“However, the onus is on them to find time and space to focus on their studies. Communication and understanding among family members are of utmost importance here.

“Students also need to stay motivated and organised. They should not feel discouraged in meeting many deadlines for different courses.

“At times, there may be technological glitches. But I am sure lecturers are aware of this, and therefore, should give allowance to students.

“Lastly, be active in online lectures. In face-to-face settings, some do consult their lecturers immediately after the lecture is over, but such thing rarely happens online.

“However, I urge students to be brave and try to engage in discussions with their lecturers,” he said.

As for real-time sessions such as teleconferences, he encouraged students to be punctual or, better still, log in to class earlier.

“It would be good if students could dress up properly too.

Those who have no issues with their cameras or bandwidth are advised to turn it on so that the lecturers may not feel odd as there are live faces on screen.

“It is hard to identify who is speaking when it involves a large class. Therefore, students need to introduce themselves before speaking up during the video conference.

“Some lecturers prefer having students ask questions in the chat box, whereas some prefer oral interactions.”

Alla Baksh said normal lectures were conducted in a formal setting. But in online classes, a blend of formal and informal teaching and learning could be more effective.

“I make use of social media platforms to assist my students to learn better. For instance, every week, I will select two students to record video reflections of that week’s lecture and upload it on the class Facebook page.

“Almost every one of them is engaged in social media, mostly for entertainment. When we tap on those platforms, chances for them to respond positively are higher.”

Universiti Putra Malaysia Faculty of Computer Science and Information Technology senior lecturer Dr Hizmawati Madzin had started conducting online lectures since 2015 and now, with the university closed, she ran her classes fully online.

Hizmawati shared a few tips to create a sustainable and engaging distance learning experience.

According to her, the key to a successful online class was proper planning.

“Plan the lessons by chapters. Think ahead about the types of materials that are suitable and how to assess the students’ understanding.

“Next, create the digital teaching materials in creative ways.

If the lesson requires a video, the suitable duration is not more than six minutes as students can easily lose focus.

“Do monitor students’ progress and give flexible time for them to access the materials. Be sure to regularly ask the students’ condition and give them ample time to complete and submit the assigned tasks.

“At a time like this, don’t expect students to submit their assignments on time as some of them may not have access to a good Internet connection.

“It is also advisable for lecturers to create digital materials that are of low capacity or small file size so students can download them easily,” she said.

Hizmawati added that in keeping students’ motivation high, she usually allocated extra marks for those who actively participated in lectures.

“When teleconferencing, the students should be told to mute their microphones or else there would be distractions due to many people talking.

“In Zoom, however, there is a ‘raise hand’ function for students to ask questions.”

She said while students were responsible for completing their assigned tasks, parents’ cooperation was also needed to monitor the students’ progress at home.

STAYING focused and motivated are the two main challenges university students are experiencing ever since they had to switch from face-to-face learning to the virtual and remote method due to the Covid-19 pandemic.

While some have adapted well to this new norm, many are still grappling with technical issues, as well as the solitude and isolation, while trying their best to keep on track with their studies.

The feeling of loneliness or isolation may also set in as students tackle new topics and assignments without the support they are accustomed to, particularly the physical and immediate communications with lecturers and peers.

With the Higher Education Ministry deciding that online teaching and learning in tertiary education would continue until Dec 31, their concerns are even more accentuated.

For third-year Universiti Teknologi Mara (UiTM) chemical engineering student Muhamad Rithaudin Rosman, 22, the persistent problem for someone living in the rural area is stable and strong Internet connection.

This makes getting clear explanations from lecturers through video calls difficult, said the student who lives in the outskirts of Kota Tinggi in Johor. While he always tries to find other alternatives, like referring to textbooks and notes, it is not the same.

“The situation can be quite disheartening and can affect focus and concentration, especially when carrying out self-directed tasks and projects. But I try to stay positive and make the best of the situation,” he said.

Having the self-discipline to keep to lecture or class schedule is what university mate Nur Syazwina Md Azaham, 22, struggles with.

The law student, who is in her third year, misses the company of friends and classmates, who were her constant motivators to keep on track when on campus.

“Online discussions don’t really give me the same degree of understanding as in real life, which then makes me feel down. I also don’t have some of my books, causing me to flounder a bit as I personally prefer to read them and highlight the important notes,” she said.

However, she appreciates the fact her lecturers do take the time to ask for feedback on how to improve classes.

“Having understanding and compassionate lecturers goes a long way in helping students be more determined to do our best despite our struggles learning online.”

Universiti Putra Malaysia (UPM) third-year agribusiness student Fatin Mohd Farid Rozaidi, 22, keeps her focus during online classes by writing notes based on the presentations by lecturers and classmates.

“There is no daily routine as some of my classes are conducted by giving assignments and daily homework as a majority of my classmates have poor Internet connection. But it would be much more interesting if lecturers use games instead of just viewing and listening to presentations,” she said.

The urge to do something other than study is always there, said David Chooi Xian Loong, a 21-year old Diploma of English Language Teaching student at UCSI College.

“I love cooking, watching movies, playing with my pets. But, somehow, I get the job done because of a promise I made to myself that I will do whatever it takes to provide for my family and my loved ones,” he said.

“If I feel lost in my studies, I try my best to engage a friend in a video call to discuss the topic or assignment. After all, two brains are better than one.”

Universiti Sains Islam Malaysia (USIM) psychology officer Nur Farhana Sulaiman said when physical class cannot be implemented, there would be some elements that cannot be controlled by the lecturers or tutors, like students’ attendance, participation and attention.

“Students must be responsible for themselves. At this point in time, we all must adapt to the new norm and for students that means not relying on a ‘teacher’ who will direct them on what to do and what to prepare for next. If they focus and stay motivated, they will be successful, It all depends on ‘me, myself and I’,” she said.

Nur Farhana said students can choose to live life in positive vibes or dwell in the negative.

“The option is in our hands not others. If we want to succeed, then we must take it on ourselves to make it happen,” she said.

“Students must be more disciplined, resolve their technical issues and create the mood to enhance the motivational level. Make a proper schedule just like when attending normal face-to-face classes.

It may be putting a little bit of effort to dress for class to get into the mood. You know yourselves better and what works for you to stay focused and motivated.”

UPM psychology officer Siti Fatimah Abdul Ghani advises students to not overthink the situation and handle the issue at hand in a practical manner.

Siti Fatimah said motivation often dips when students fail to find a purpose in what they are doing. This is followed by anxiety caused by what is actually happening and also what may happen in the future due to the current situation. Then comes boredom and distractions.

“When we look at major changes, a period of adaptation and transition is needed. This takes time and comes in phases, and this applies to e-learning too,” she said.

“On top of that, there are some cases where students lack the devices and Internet access to be able to participate in online classes. This leaves many students in a bad spot where they are unable to receive an education.”

She suggests students look into ways to find some motivation if they feel down or confused.

“Find the same drive and purpose you’ve always had inside you, even if classes/university doesn’t feel as important right now. Why are you at university? What are your goals?

“Set daily goals by having a to-do list to give some direction. Pair your work with something fun and interesting like setting up your workspace in a special theme or plan a reward for yourself after completing a task.

“Build study habits that set yourself to autopilot to make it easier to say no to temptations and get tasks done. But remember to take a break to reduce feelings of fatigue.”

Planning ahead and setting goals is now both possible and necessary, said Siti Fatimah.