GGGB 6012 ACADEMIC WRITING 1

GROUP WORK: LITERATURE REVIEW

(TOPIC 3)

TITLE:
Pupils’ Challenges in Using Online Teaching Platform

LECTURER

DR. MASLAWATI MOHAMAD

 PREPARED BY:

ANG FONG NIE P 106176

CHEN XIU WEI P 106506
NURZAWANAH ROHAIZAT P 106114
TEE SHU MIN P 106505

Pupils’ Challenges in Learning English through Online Teaching Platform

1.0 Introduction

The development of technology enables the teaching and learning session to be conducted
via online learning platform as one of the medium of learnings. Thus enable E-learning to
take place in our education world. E-Learning is the use of Information and Communication
Technology (ICT) to deliver information for education where instructors and learners are
separated by distance, time, or both in order to enhance the learner’s learning experience and
performance (Keller et al. 2007; Tarhini et al. 2016). It can’t be denied that online learning
platform has brought great help in education world.

However, the underlying issues and challenges faced by pupils in using online learning
platform become evident especially in terms of the readiness in using online learning
platform as medium of instruction. Despite the benefits that brought by using the online
learning platform, it is still not enough to support the teaching and learning process as
conducted in face-to-face interaction. Orlando and Attard (2015) stated that “teaching with
technology is not a one size fits all approach as it depends on the types of technology in use
at the time and also the curriculum content being taught” (p. 119).

The past studies that have been reviewed stated that some of the major challenges faced
by learners in using the online learning platform include learners’ motivation and
infrastructure. To cater the issues in implementing the online learning platform, it is
important to identify the challenges faced in using online learning platform. Therefore, this
paper provides a literature review on the challenges faced in using online learning platform in
pursuing their education.

2.0 Pupils’ Challenges in Using Online Learning Platform

Motivation is defined as ‘the process whereby goal-directed activities are instigated

and sustained’ which highlights that motivation is a process that focuses on goal and is
related to the initiation and continuation of activity directed at achieving the goal (Cook &
Artino 2016). According to Tan et al. (2014), human behaviour and performance are affected
by motivation. Educational researchers also viewed that motivation is one of the most
important factors in learner achievement (Alkış2015; Aluçdibi and Ekici 2012; Guay et al.
2010; Pintrich 2003; Pintrich and Schunk 2002) as cited in Karadağ (2017). There are three
factors that make a difference in learners’ motivation in online learning, namely
communication, academic confidence and technological confidence.

Communication and interaction are considered as crucial elements in online learning

(Gilbert et al. 2015). Learners noticed that there was a difference in interactions between
learners which they lost the opportunity to learn more from their peers (Gilbert et al. 2015).
Besides that, it is also proved that low persistence rates of online course were an effect of
lacking community and social connectedness in online learning environment (Gilbert et al.
2015). Instructions given in online learning platform were either not clear enough or too
lengthy. A respondent in the research mentioned that the assignment was not comprehensible
and he had to ask questions frequently (Koh et al. 2017). On the other hand, lengthy
instructions made students with low reading abilities difficult to understand (Gilbert et al.
2015). Thus, the quality of instruction does decrease the learners’ motivation to learn in
online learning platform. Moreover, there was also lack of immediacy in interaction between
learners and instructors (Bentz, D. T., & Lazarevic 2015). When facing learning difficulties
online, learners felt being isolated where they could not get extra assistance from the
instructor when necessary (Gilbert et al. 2015). Due to distance learning, it was more
important for learners to get communication and timely responses (Tichavsky et al. 2015).
However, learners faced trouble in receiving immediate feedback from instructors and some
received no response (Mathew & Iloanya 2016). This lead to in challenges in proceeding with
learning process and hence decreased learners’ motivation.
 On top of that, academic and technological confidence also had an impact in learners’
motivation in using online learning platform. Learners who had inadequate writing skills
voiced that they had challenges to express their ideas clearly (Koh et al. 2017). As for online
learning platform, instructors and learners interacted with each other mainly through written
communication. Misunderstandings could happen if ideas are not conveyed correctly.
Therefore, they must have adequate skill, speed and accuracy in writing (Koh et al. 2017).
Furthermore, learners’ must also have confidence in using online learning platform to have
motivation. According to Mathew & Iloanya (2016), learners’ skills and experience in using
technologies affects their attitudes towards online learning. He also elaborated that
technological barriers due to lack of skills increases learners’ anxiety and demotivation for
online learning.

Technology is seen as an important challenge that may affect the successful

implementation of e-learning (Aldowah et al. 2018). We can divide the technology challenges
into Internet access challenge and digital devices challenge. Lacking of Internet access and
slow Internet connectivity are the first and foremost challenges faced by the learners when
dealing with online learning. In Malaysia, not all the areas have equal access to the Internet
especially in the rural areas and therefore creates a ‘digital divide’ phenomenon. According to
Warschauer (2011), the digital divide refers to social stratification due to unequal ability to
access, adapt, and create knowledge via use of information and communication technologies
(ICT). We can see the gap through the survey from Malaysian Communications and
Multimedia Commission (2018) where urban users made up for 70.0% of Internet users,
while rural users only accounted for 30.0%. Furthermore, internet access is not reliable,
always facing challenges such as slow internet or limited availability of internet (Mathew &
Iloanya 2016) cause online learning a barrier for pupils. World Bank Group (2018) stated that
Malaysia has slower download speeds than most advanced economies. People in city enjoy
faster Internet compared to those who live in less developed areas where an English teacher
from Kedah said that he has tried using Google Meet but it was not easy and some parents
even had to go out to the main road to get Internet access (The Star 2020) resulting online
learning a challenge for pupils.

Digital devices also play an important role in online learning session. In Southeast Asia,
many learners’ access to computers is limited to school-provided computer labs (Nuurrianti
2020) and they do not have computers or laptops at home. For some families, there is only
one mobile phone for common uses. The children in lower-income households are less likely
to have a device at home with which they can access the internet (Gong 2020). When the
parents are out from home, the learners will have no digital devices for them to carry out
online learning. On the other hand, the high cost of internet is another major challenge and
many of the learners found the affordability of internet as a major concern for online learning
(Mathew & Iloanya 2016). According to a survey done by World Bank Group (2018),
Malaysian consumers pay more than consumers in most other ASEAN countries for similar
mobile and fixed broadband plans. This high rate plan is considered a burden for the low
income family and thus affects the learners’ access to education.

3.0 Conclusion

In conclusion, online platforms have been a tool that has become a necessity more
than a luxury. More than ever, the current situation of lockdown has proven the vitality for
online platforms to be used for businesses as well as education. With the Movement
Restriction Act in Malaysia, learners need access to online platforms to ensure the teaching
and learning process does not get discarded. However, it’s not as simple as it sounds. There is
a lot more noteworthy to be found out about online learning when pondering learners’ points
of view, needs, and wants. A big role that comes into factor is the facilities. Modern ICT
provide enormous opportunities for effective communication. It is asserted that in the virtual
learning environment communication and interaction can be more learner-centered, less
intimidating, and encourage greater participation than classroom interactions.

It is recommended that under specific conditions online learning process can support
and be effective for learners. To accomplish this goal, assessment or tasks must be including
suitable learning exercises, and truly draw in students for clear understanding and active
participation. In this case, online learning is likely not only to encourage students to allocate
more study hours and efforts to assessed tasks, but also orient them to in-depth rather that a
surface approach to learning.

In addition, teachers or instructors should design assessments with effective, high

quality programs, and maximize the ICT interaction potential in virtual learning environment.
This objective can be accomplished if educators are dependent upon broad preparing on the
most proficient method to use new innovations and adjust instructing strategies to separate
learning condition just as screen and evaluate students’ advancement.

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