Exploring students’ perceptions on online learning environment across disciplines / Muhammad Zulfadhli Saifuddin … [et al.]
While online education is not a new phenomenon, the COVID-19 pandemic necessitated a sudden shift to online learning, significantly impacting the higher education sector. This study investigates students' perceptions of their online learning environment across different disciplines at Universit...
Saved in:
| Main Authors: | , , , , |
|---|---|
| Format: | Article |
| Language: | en |
| Published: |
Universiti Teknologi Mara Cawangan Pulau Pinang
2025
|
| Subjects: | |
| Online Access: | https://ir.uitm.edu.my/id/eprint/115502/1/115502.pdf https://ir.uitm.edu.my/id/eprint/115502/ https://ejssh.uitm.edu.my |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| Summary: | While online education is not a new phenomenon, the COVID-19 pandemic necessitated a sudden shift to online learning, significantly impacting the higher education sector. This study investigates students' perceptions of their online learning environment across different disciplines at Universiti Teknologi MARA. Utilizing the How People Learn (HPL) framework by Bransford et al. (2004), the study explores four dimensions: learner-centred, community-centred, assessmentcentred, and knowledge-centred learning environments. A quantitative approach with purposive sampling was employed, gathering data from 231 students across Applied Sciences, Business Management, and Social Sciences and Humanities. The study reveals that, while students perceive their online learning environments positively, there are notable differences across disciplines. Business Management students reported higher satisfaction in community and assessment-centred dimensions. In contrast, Applied Sciences and Social Sciences and Humanities students indicated room for improvement in integrating prior knowledge and collaborative activities. These findings highlight the need for tailored strategies to enhance the effectiveness of online learning environments across various disciplines. By highlighting these variations, the findings highlight the importance of discipline-specific strategies in optimizing online learning. Tailored pedagogical approaches, faculty development initiatives, and supportive technological infrastructures can address each field’s unique challenges, thereby fostering more inclusive and effective online learning experiences across diverse academic contexts. |
|---|