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CCO4074 Implementation of Online Learning Due To The Emergence of
CCO4074 Implementation of Online Learning Due To The Emergence of
COVID-19 PANDEMIC
AF2011008406
2022
Copyright
Unless otherwise specified, all content in the thesis is copyright material of Kolej Universiti
Poly-Tech MARA Kuala Lumpur, including but not limited to text, logos, icons, images, and
other artwork. Any material contained in the thesis may be used for non-commercial uses with
the consent of the copyright holder. Commercial usage of the material is only permitted with
I
Declaration
This study comprises my own research, which has not been submitted in substantially the
same form for the award of another degree or other qualifying work by myself or by anyone
else. I confirm that all key sources have been accurately mentioned and that assistance has
been acknowledged.
01 March 2022
II
Acknowledgements
First and foremost, I want to express my gratitude to God for providing me with the strength
and insight to finish this research paper. Moving on, I'd want to convey my gratitude to Dr. Nan
Zakiah Binti Megat Ibrahim, my advisor and lecturer, for her persistent guidance, support, and
counsel throughout the past two semesters. I appreciate her going above and beyond to
ensure that I am in good care. During my current academic semester, I would like to express
my gratitude to my fellow classmates for always looking out for one another and providing
emotional support. Next, I would want to thank my family for their financial support in allowing
me to pursue my tertiary studies at Kolej Universiti Poly-Tech MARA in Kuala Lumpur. Finally,
I want to express my gratitude to my friends and family for their constant support and
III
Abstract
A study related to the implementation of online learning due to the emergence of the COVID-
19 pandemic involving three factors, namely the COVID-19 pandemic, the Movement Control
Order (MCO), and educational institution closure. However, there is still a lack of studies that
can prove that the COVID-19 pandemic, the Movement Control Order (MCO), and educational
institution closure contribute to the implementation of online learning. Accordingly, this study
was conducted with the aim of forming a corresponding model in describing the relationships
and between the four variables. The study also aimed to determine the relationship between
the COVID-19 pandemic and the implementation of online learning. Besides that, it also aimed
to examine the relationship of the MCO towards the implementation of online learning. Other
than that, it also aimed to investigate the relationship between the closure of the educational
institutions and the implementation of online learning. This study applies Online Collaborative
Learning (OCL) Theory by Linda Harasim to further strengthen the relationship between each
variable. This study applies quantitative methods and data collected through the distribution
of questionnaires to 160 respondents who are tertiary students under the auspices of tertiary
educational institutions in Malaysia. It was also found that there was a significant relationship
between the COVID-19 pandemic and the implementation of online learning. The study also
found a significant relationship between the Movement Control Order (MCO) and the
implementation of online learning. The study also found significance between the closure of
the educational institutions and the implementation of online learning. Based on that, all
variables mentioned are significant to the study. This study contributes to the field of
participation in training and adoption of innovations in light of the emergence of the COVID-
19 pandemic, further helping to further develop the Online Collaborative Learning (OCL)
Educational Institution Closure, Online Collaborative Learning (OCL) Theory, Linda Harasim
IV
Table of Contents
COPYRIGHT ............................................................................................................................ I
DECLARATION ....................................................................................................................... II
ABSTRACT ........................................................................................................................... IV
V
2.2.1 COVID-19 Pandemic ............................................................................................... 6
3.8.5 Inter-Item Correlation for the Implementation of Online Learning Variable ........... 36
VI
3.9 Data Analysis ............................................................................................................... 38
4.3.1 Inter-Item Correlation for the Movement Control Order (MCO) Variable ............... 43
4.3.3 Inter-Item Correlation for the Implementation of Online Learning Variable ........... 46
5.2.1 Objective 1: To determine the relationship between the COVID-19 pandemic and
5.2.2 Objective 2: To examine the relationship between the MCO and the
5.2.3 Objective 3: To investigate the relationship between the closure of the educational
VII
5.4 Implication of the Study ................................................................................................ 53
REFERENCES ...................................................................................................................... 56
APPENDIX A ......................................................................................................................... 67
APPENDIX B ......................................................................................................................... 68
APPENDIX C ......................................................................................................................... 69
APPENDIX D ......................................................................................................................... 71
APPENDIX E ......................................................................................................................... 73
VIII
List of Tables
(MCO) Variable
Variable
Learning Variable
(MCO) Variable
Variable
Learning Variable
IX
List of Figures
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Chapter 1: Introduction
People all over the world were confronted with the 2019 Novel Coronavirus (COVID-
19) pandemic in the early year of 2020, which is an intangible adversary that forced the vast
majority of the population to shift many of their livelihoods to a “new normal”, such as their
daily life routines and practises that are ranging from personal to organisational, as well as
outdoor or public activities. Many drastic policy and law changes have been implemented in
an attempt to compel compliances with many countries' rules and regulations in order to
ensure the safety of communities from becoming victims of the COVID-19 pandemic and to
ensure that the societies maintain their high levels of productivity and performance (Stawicki,
et al., 2020). The tertiary education sector which is the university, being the primary portion of
Higher Education Institutions and one of the most important divisions that comprises various
types of levels of students who constitute the countries’ future workforce, is among the
important organisations that are facing the COVID-19 pandemic. While some university
students have extensive experience using online learning platforms to engage in learning
activities, the majority does not. The COVID-19 outbreak has assessed institutions' level of
With that said, according to Qureshi et al. (2020), many students from the universities
and colleges had no other option but to utilize an advanced form of digital online technologies
to complete the workloads from their studies and be updated with their lecturers in a riskless
aspect, in which ensures measuring social distance are adhered to. It is indisputable that
employing ICT programs improved by internet technologies has shown to be one of the
potentially powerful solutions that will play an essential part in the rapid growth of e-learning
(Kurilovas & Kubilinskiene, 2020). Nonetheless, the complete and unexpected use of these
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online solutions during the pandemic may have some adverse effects on the students' end, as
an outcome of several impediments that may potentially disrupt numerous students' learning
processes. As a result, the purpose of this research is to examine and highlight university
students' perspectives and beliefs of using various forms of innovative ICT online programmes
implementing the whole e-learning approach during COVID-19 from the perspective of
of COVID-19 in Malaysia, however, with the sudden emergence of the said pandemic at the
beginning of the year 2020, the positive cases of this new coronavirus have reached 553 on
March 16, 2020, in Malaysia, and Malaysia’s Prime Minister, Mahiaddin Yassin, announced
the enactment of the first Movement Control Order (MCO), also known as a “lockdown” to curb
the COVID-19 spreading (Prime Minister's Office of Malaysia, 2020). In addition, numerous
governments worldwide also issued unanticipated orders to enforce quarantine and various
stages of lockdown respectively, causing fear and uncertainty. COVID-19 quickly spread,
causing a crisis situation that had a direct impact on many enterprises and organisational
Following that, on the 27th of May 2020, Malaysia's Higher Education Ministry
announced that such teaching and learning activities through all universities and other higher
education institutions should be implemented via online platforms until the 31st of December
2020, while further notice is determined for the year 2021. As an important element in the
prevention of the risk of COVID-19 infection, the majority of learning activities are to be
conducted online with only a few exceptions such as practical or laboratory classes that
require special equipment or supervision which should be conducted physically with rigorous
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R.Q.1. What is the relationship between the COVID-19 pandemic and the implementation of
online learning?
R.Q.2. What is the relationship between the MCO and the implementation of online learning?
R.Q.3. What is the relationship between the closure of the educational institutions and the
R.O.1. To determine the relationship between the COVID-19 pandemic and the
R.O.2. To examine the relationship between the MCO and the implementation of online
learning.
R.O.3. To investigate the relationship between the closure of the educational institutions and
The factors of the 2019 Novel Coronavirus (COVID-19) pandemic have led to the
impact of the Implementation of Online Learning today, as they affected the communication
skills of the students in Malaysia; in transitioning from face-to-face learning to online learning.
This study aims to assist students in shedding light on the effect of the pandemic towards the
mental capacity and capability of students, thus, highlighting the impact of the implementation
of online learning towards the communication skills of students. This also recognizes the fact
that it influences the adaptation of the educational institutions to implement online learning to
combat the impediment of the pandemic towards the learning and academic growth of the
students.
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would highlight the importance of implementing online learning to enable students to resume
their studies. This is because the traditional method of learning which was previously known
as face-to-face learning is now unable to be conducted due to the effect of the pandemic on
educational institutions and students. Other than that, conducting this research would help
students to be aware regarding the significance of online learning in the continuation of their
studies during the pandemic. At the end of this study, it was found that the said pandemic is
This part will be explaining about the definition and concept of the terms highlighted in this
study as below.
by the coronavirus 2 (SARS-CoV-2) that begun from the city of Wuhan, which is located in the
province of Hubei, China that has spread throughout the world, and as of 17th of April in the
year of 2020, it has amassed over two million cases of COVID-19; approximately about 150k
cases of mortality and over 500k cases that recovered have been reported across the globe.
The earliest outbreak was recognized in Malaysia on the 25th of January, 2020, and was
linked to three people from China who precedently had close contact with an infected
individual in Singapore. Some examples of symptoms of this disease include such as diarrhea,
vomiting, sore throat, cough, headache, nausea, and more. (Sahin et al., 2021).
Resulting from this research, it shows that it is a virus that was recently discovered
widely last year, in which the virus can be transmitted through the secretion of bodily fluids by
sneezing, exhaling, or coughing, and it is still prominent across the globe today.
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federal government in response to the COVID-19 pandemic, which began on March 18, 2020,
last year. MCO procedures included limitations on travel locally and internationally, gathering,
Based on the understanding from this research, the implementation of the MCO in
Malaysia highlights in combating the spread of the COVID-19 infection, limiting the less face-
to-face contact and interaction among people which contributes to the risk of getting infected
method and tool towards the fight against the COVID-19 pandemic. Based on data obtained
from UNESCO (2021), educational institutions in Malaysia have remained closed for 49 weeks
in total, as of 15 August 2021, since the start of the pandemic (see Appendix A).
For this study, educational institution closure is conceptualized regarding the fact that
schools or educational institutions are ceased or halted to operate, thus, forcing students and
solutions for a range of learning objectives, ranging from supplementing traditional classroom
lectures to completely replacing face-to-face sessions with online interactions. E-learning can
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distributed to a large number of people via electronic resources (Babu & Sridevi, 2018).
For the purpose of this study, online learning is construed as a type of learning method
that is applied with the use of the internet and enables the students and teachers to conduct
classes remotely.
This chapter discusses the background of the study, problem statement, research
questions, research objectives, the significance of the study, as well as the definition and
conceptual. The next chapter will be discussing the literature review, theory, and hypothesis,
In the next chapter, it will explain more about the literature review where this study will
2.1 Introduction
The literature review, theory, research framework, and hypothesis will all be covered
in this chapter.
Pandemics have always been occurring globally since the early ages. Despite being
identified in the 1960s, human coronavirus to this day requires substantial research to be fully
comprehended. Coronaviruses have created pandemics since the new millennium began. The
and psychological damages in the past. The current novel coronavirus outbreak (COVID-19)
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will benefit from our previous experience in dealing with similar disasters. During the present
pandemic, the public needs to be informed about this unique virus. According to Tyrell & Bynoe
(1966), they discovered the first human coronavirus from the respiratory tract of a patient who
had a common cold in 1965. B814 was the virus's name. The researchers, on the other hand,
were unable to reproduce the virus in a cultured medium. In another related research, Hamre
and Procknow discovered a virus that was referred to as 229E in samples taken from medical
students who had a cold (Hamre & Procknow, 1966). McIntosh et al. (1967) isolated ether
sensitive agents of multiple strains from the human respiratory tract in a similar research. They
were given the term "OC" since they were produced in organ culture (McIntosh et al., 1967).
Around a similar timeframe, Almeida and Tyrrell (1967) used electron microscopy to
study organ cultures infected with B814 and found particles with a size of 80-150 nm that
looked like contagious bronchitis virus in chickens. Surprisingly, both the 229E agent
discovered by Hamre and Procknow (1966) and the OC virus identified by McIntosh et al.
(1967) have identical characteristics. A team of virologists led by Tyrell studied many strains
of human and animal viruses in the late 1960s, including rodent hepatitis virus, contagious
bronchitis virus, and swine transmissible gastroenteritis virus, among others. Electron
microscopic findings show that they were all morphologically identical (Almeida & Tyrrell,
1967). As a result, a new virus genus called CORONA was discovered, with the name corona
referring to the crown-like look of the base in the morphological composition of the viruses
coronaviruses has been uncovered as a result of ongoing studies using improved serological
techniques. In comparison to the summer, these viruses are more prevalent throughout the
rainy, winter, and spring seasons. Coronaviruses were identified to be linked to a range of
respiratory illnesses after volunteers were vaccinated and epidemiological studies were
conducted. (Bradburne et al., 1967; Bradburne & Somerset, 1972; Hamre & Procknow, 1966;
McIntosh et al., 1970). Compared to present-day research, these studies are rather common
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practice in the research world due to the studies done by researchers that conduct
investigations on various viruses in order to procure vaccines that would benefit the people to
prevent the compromisation of an individual’s immune system by such viruses like the
coronavirus.
Based on the study of McIntosh et al. (1974), and Wenzel et al. (1974), pneumonia
was discovered to be the most common ailment among children and young people. In adults
and the elderly, they were also linked to chronic bronchitis and asthma (Falsey et al., 2002;
McIntosh et al., 1973). Besides human coronaviruses, animal coronaviruses have been
discovered in rodents, poultry, feline, and canine, among other animals. The study of animals
According to Drosten et al. (2003), Ksiazek et al. (2003), and Peiris et al. (2003), in
late 2002 and early 2003, the Severe Acute Respiratory Syndrome (SARS) Coronavirus, also
known as SARS coronavirus and a novel type of the virus, arose from China and spread
throughout the world. These pathogens flourished seamlessly in tissue culture, allowing
researchers to examine the virus's genome structure, which was identified to be substantially
unique from animals and humans coronavirus, therefore, forming a new virus group similar to
viruses cultivated from Himalayan palm civets, from which they had been thought to have
progressed (Guan et al., 2003). With the support of the findings from the Centers for Disease
Control and Prevention (2003), it is shown that over 8000 cases were confirmed and roughly
770 deaths in 29 nations that were impacted during the SARS pandemic. It is still unknown
how these viruses made their way into people, but, according to one notion, these viruses
were transmitted by Himalayan palm civets. Before the SARS-CoV pandemic, coronaviruses
were thought to typically cause minor respiratory infections. Due to the nature of the SARS-
CoV virus, the spread was mostly affecting homes and healthcare facilities because it was
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only transmittable via direct contact with infected people, based on the findings obtained from
Peiris (2003).
In June 2003, the SARS-CoV outbreak was brought under control. SARS-CoV has not
resurfaced from then on, but in 2012, a new human coronavirus known as the Middle East
Respiratory Syndrome-CoV was discovered in the Middle East (MERS-CoV). In Saudi Arabia
and other Middle Eastern countries, it fueled extremely virulent respiratory tract infections
(Zaki et al., 2012). During the early phases of the virus, a high fatality rate of almost 50% was
reported. The outbreak was eventually brought under control in 2013, however, isolated
infections were reported throughout the remainder of the year. In April 2014, there was a sharp
increase in the number of reported infections and mortality, raising concerns that the virus had
Center for Disease Prevention and Control, 855 cases of MERS-CoV had been confirmed by
August 2014, with 333 fatalities (Fehr & Perlman, 2015). Coronaviruses can cause a wide
range of diseases in animals such as swine, poultry, cattle, felines, and canines, resulting in
In December 2019, the world was surprised to learn about the sudden emergence of
a coronavirus in Wuhan, in the Hubei Province of China. The outbreak eventually became an
epidemic, and the sickness quickly spread outside of China's territory to the whole world. The
disease was eventually termed as the 2019 Novel Coronavirus, or better known as COVID-
19, and the novel coronavirus responsible for the upsurge was dubbed as ‘severe acute
Eventually, the COVID-19 outbreak was deemed a worldwide health emergency by the World
Health Organization on the 30th of January, 2020 (World Health Organization, 2020). After a
few months, following an analysis of the deadly virus's propagation and intensity throughout
the world, the World Health Organization (WHO) Director-General acknowledged COVID-19
as a pandemic during his opening remarks at the COVID-19 press conference on March 11,
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2020. He also announced social distancing as a means of containing the pandemic's spread
Based on the findings from World Health Organization (2021), as of 27th of August
2021, the WHO database confirms 213,752,662 cases of corona globally with 4,459,381
reported deaths from 201 countries, and as of 25th of August 2021, a total of 4,953,887,422
vaccine doses have been administered. With the availability of rapid testing kits, the number
of reported cases is progressing every day. As a result, this pandemic will have a significant
COVID-19 is currently being compared to the 1918 World Flu Epidemic due to its
impact globally, and to emphasize that perspective, COVID-19 infections, and deaths are more
likely to occur among the elderly and those who have a history of chronic illness (Belluz, 2020).
COVID-19 has a wide clinical range, with early-stage patients displaying only moderate or
subclinical symptoms (Guan, 2020; Wang, 2020). It causes severe acute respiratory illness in
The new coronavirus has a lot in common with the SARS and MERS viruses, and the
COVID-19 outbreak is a setback in our efforts to prepare for a pandemic. Approximately four
million individuals have died resulting from the infections. Humans have always been resilient
office with working from home through virtual platforms like Zoom. Socializing and connecting
with our friends and loved ones has also navigated to social media platforms like Facebook
and Skype. Physical learning in the education sector has been temporarily replaced with online
learning. These are applied in order to prevent the risk of COVID-19 infection among people.
As vaccinations have begun majorly across the globe to combat the COVID-19 pandemic and
eventually reach herd immunity, to date, prevention is the best way to tackle this pandemic
situation in order for economies, businesses, governments, and education sectors to operate
normally again.
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Based on the research conducted by Pung et al. (2020), the earliest cases of COVID-
19 were reported in Malaysia on January 25, 2020. The cases started to fluctuate in the
following month, partly due to a mass gathering during a religious occasion (Bernama, 2020).
and quarantines. On March 18, 2020, a Movement Control Order (MCO) was implemented,
which closed all businesses, as well as education and government sectors except those that
were providing essential services and equipment (Prime Minister's Office of Malaysia, 2020).
The government of Malaysia has been wary of the COVID-19 outbreak since January 2020,
when it issued a travel warning on the 25th of January after three people from China tested
positive for the virus. Following that, a number of initiatives were implemented, beginning with
the restriction of entry with foreigners from certain countries into Malaysia, followed by self-
quarantine of Malaysian and non-Malaysian individuals coming back from countries who are
hotspots of COVID-19 and ending with the passage and implementation of the MCO according
According to the Prime Minister's Office of Malaysia (2020), the MCO is a partial
lockdown that applies to Malaysia, and it bans mass gatherings and movements at all places
of worship and business establishments. This order applies to all Malaysians who are planning
on traveling outside the country and also requires them to carry out various procedures such
as the two-week self-quarantine before they can enter Malaysia. All learning institutions,
government, and private sectors were closed, exempting establishments that offer essential
services like food, health, finance, and other related sectors that fall into this category.
Violations of the MCO are punishable by a fine of up to a thousand Malaysian Ringgit and up
Moreover, according to Salim et al. (2020), MCO also initiated other various
movements, such as chartered trips back home by Malaysian citizens. These were also linked
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to the uptick in COVID-19 cases, which occurred over the following upcoming months. The
MCO was further strengthened by the deployment of military forces and roadblocks across
the country. A 10-kilometer travel radius restriction was implemented and only one person per
household was allowed to travel, and individuals must declare a valid reason for travel by
requesting travel permission from the police. In addition, limited operating hours for
establishments that fall under the category of essential services were also introduced
(Bernama, 2020). Residents in certain hotspots of COVID-19 were required to stay in their
homes during the implementation of a tougher MCO known as the Enhanced Movement
Control Order (EMCO), and those who failed to follow the rules were subject to arrest (Prime
Minister's Office of Malaysia, 2020). The official media has been providing updates on the
MCO and urging the public to stay home and minimize unnecessary travel.
With that said, due to the continuous gradual decline in COVID-19 diagnosis, more
businesses were permitted to resume operation. This includes establishments that operate in
printing materials, packaging, and hardware stores (Koya, 2020). Since January 2020,
Malaysia has been implementing various measures to contain the COVID-19 pandemic. The
implementation of the MCO was widely criticized at the start due to the mass movements that
occurred during the pandemic. Despite this, the enforcement of the MCO has led to a
COVID-19 and SARS-CoV-2. According to Litvinova et al. (2019), these include the prohibition
of social activities, closure of educational institutions, and factories. It is widely believed that
this restrictive measure reduced the severity of seasonal and pandemic flu outbreaks. It is
possible that the effects of educational institution closures on the economy and social
problems could be detrimental to public health. For instance, studies showed that when the
outbreak of coronaviruses such as SARS-CoV-2 occurred, the infection rates were higher in
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children and less in adults (Wu et al., 2020). To support this point furthermore, based on the
According to Zhao et al. (2020), how and when educational institutions can be
reopened following the outbreak of the COVID-19 pandemic is another issue that needs to be
resolved. Currently, it is not known how or when to reopen educational institutions. Based on
the measures used to detect an infection, it may assist in identifying an infected individual,
however, due to its sensitivity which was largely criticized, individuals may obtain a false
negative result instead due to the low viral load of the virus during the incubation period.
Moreover, most kids have an asymptomatic infection that can be treated with antibiotics. It is
believed that most of them will have a low level of viral load that is not sufficient for obtaining
According to Owston (1997), the World Wide Web's invention in 1992 allowed
educational institutions to expand their offerings beyond traditional classroom models, and it
also made the online learning experience more accessible. The 1980s and 1990s witnessed
the rapid expansion and innovation of online education and networking. The knowledge
revolution enabled people to communicate and collaborate in new ways. The evolution of
online education is intimately tied to the history of computer networking. E-mail and computer
conferencing are both acknowledged as the seeds of the modern world wide web (Hafner &
Lyon, 1996). Over the years, various models have been developed to study how effective and
relevant online education can be. During the 1980s and 1990s, many people questioned the
quality and value of online education. Based on the study conducted by Pool et al. (1984),
computer networking has significantly impacted the world since the early 80s.
According to Hiltz & Turoff (1978), while e-mail continues to be the main networking
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educational adoption of computer networking started in the 1970s, just shortly after the
invention of packet switches. Although many academics and teachers were initially limited to
using computer networks, they soon started to integrate them into their courses. By the end
of the decade, networking had become the main mode of communication in education. E-mail
was first used for academic purposes in the 1970s. By the 1980s, networks were widely
adopted in educational institutions. In the K-12 classrooms, teachers and students worked
together on collaborative projects. Another example was the Canadian Reseaux d'Ateliers, or
RAPPI, which linked secondary schools in Canada, England, France, and Italy. Through this
Moreover, based on findings obtained from a study by Riel (1996), a further example
that can be related to this is “Learning Circles”, which is a method that began in the early
1980s and has evolved since then. To support this, according to Harasim (2000), online
learning is a form of distance learning. Although the concept of distance learning was already
invented several centuries ago, the value of this type of learning process is not found in its
creation. Online education has been a flourishing area since the 1900s when educational
institutions started to develop products and services that help students improve their skills. In
1960, the Internet became widely used for educational purposes, and one of the approaches
that were utilized in the fruition of online learning during that time was PLATO. PLATO is a
teaching methods. In the mid-1980s, many educational institutions started offering computer-
based training (CBT). Students used the technology to interact with each other and develop
According to Mason (2000), in 1989, Open University launched the first computer-
based distance education course. Over the next couple of years, other experimental
applications were also launched. The 1990s witnessed the emergence of various online
educational activities, such as educational institution networking programs and the use of
multi-object-oriented websites. This came to fruition due to the emergence of the World Wide
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Web in 1992 which has greatly impacted the world of education. The first high school that was
operating and conducted fully online was founded in 1994. Mobile, reproducible, adaptable,
economical, and possess a high possibility of long-term cost-effectiveness are among the
characteristics Graziadei et al. (1997) outlined for evaluating items and establishing
technology-based courses.
Over the years in the early 2000s, the improved Internet enabled students to connect
with each other through various forms of communication, such as video clips and blogs. This
increased popularity of distance learning programs has raised the number of students enrolled
in them by 65 percent (Azizinezhad & Hashemi, 2011). In the US, almost all of the educational
institutions that offer financial aid programs have at least one distance learning course, and
improve education quality and academic efficiency across the European Union. Computer-
mediated communication (CMC) was also introduced around this same timeline, and it is a
type of education that involves the use of technology to enable individuals to communicate
educational technology. It was especially popular with museum professionals. Despite its
shortcomings, it is still very beneficial for reaching out to a wider audience, in which, this
platform or type of approach in education is still prevalent today (Crow & Din, 2009).
According to Craft (2012), students growing up in the digital age are exposed to a wide
range of media. Major tech corporations have funneled financial support in supporting
daily life (HuffPost, 2011). In 2015, private nonprofit organizations added more students than
for-profit educational institutions, which led to an increase in the number of online students
overall (Friedman, 2017). Due to the increasing reliance on technology in educational delivery,
students can now interact in real-time with their instructors and classmates. This has led to
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Moving on to the recent time, in light of the COVID-19 Pandemic in early 2020, most
educational institutions globally were forced to close temporarily, in which most students
currently are attending classes, educational programs, and courses via online or remote
learning; enforcing distance learning in order to prevent the risk of coronavirus infection among
students and lecturers (Han, 2020; Polstra, 2020). UNESCO, for example, has deployed
result of the 2019 Novel Coronavirus outbreak have drawn record-breaking sums of startup
money to the education technology sector (Kaplan, 2021). With that said, it is clearly shown
that online learning played a role in the changing dynamics of learning methods due to the
pandemic. Online learning has changed the way students pursue their education and has
introduced new opportunities for them. It has also increased accessibility for students all over
the world and ensured that students are on track for graduation despite the detrimental effects
of the pandemic.
2.3 Theory
In this section, the theory that has been used in this research, which is the Online Collaborative
work collectively in small teams to achieve a shared objective. Pupils are both accountable for
each other's and their own learning (Gokhale, 1995). Online collaborative learning (OCL) is
constructivist learning techniques and the Internet (Bates, 2015). According to Bates (2015),
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OCL theory is based on cognitive development theories related to deep learning and academic
knowledge advancement. Based on the study of Harasim (2012) in OCL, students are
challenged to collaborate and solve problems instead of just memorizing the answers. The
teacher or instructor is also instrumental in helping students reach their learning goals.
OCL has been universally regarded as an effective learning paradigm that has a
beneficial impact on students' academic progress in a majority of past studies. For instance,
based on the study conducted by Tsai and Guo (2011), the study revealed that OCL had
positive impacts on the academic performance of the students. It also suggested that further
studies on the effects of OCL on different educational levels should be conducted. Group work
facilitated through online collaboration was associated with higher levels of knowledge transfer
among participants (Zhu, 2012). The study conducted by Magen-Nagar and Shonfeld (2017)
that is related to the said theory, examined the effects of an OCL program on attitudes toward
technology. It revealed that a high level of OCL can help decrease anxiety and improve
technological self-esteem. The diagram below shows the model of online collaborative
Figure 2.1
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convergence are three terms for knowledge development in a group through dialogue. In the
idea-generating process, each student engages in a group discussion about a specific topic
or subject. Through this process, they are able to express their own ideas and develop a
variety of divergent views on the subject, which eventually leads to the second stage known
as idea organizing. For instance, they can disagree or agree with others, and elaborate or
reject some views. Through the readings suggested by their peers, students develop their own
personal interpretations of the material, and the teacher then helps them develop their own
analytical terms that are applied to the topic. The discourses in this stage move on to the third
stage, which is intellectual convergence. In this stage, groups formulate and discuss their
positions on a given topic. The resulting synthesis and consensus are presented in a joint
work. OCL theory states that, for academic development, discussions need to be organized
In addition, according to Bates (2015), the OCL model supports a lecturer's ability to
implement an effective teaching strategy but various design principles are also necessary
when designing courses. For instance, lecturers can use various strategies and procedures to
help pupils navigate through OCL, such as utilizing appropriate technologies, providing clear
and direct instructions for the online behaviour of the student, and more. However, they should
also be aware that cultural and epistemological issues can also be challenging for teachers.
Furthermore, Bates (2015) also stated that both the instructors and students may find it
The learning environment refers to the various elements that can be utilized to improve
the learning process. These include the learning interaction, the learning design, and the
learning environment. Based on the findings obtained from a related study to support the OCL
theory by Razali et al. (2015), it has been stated that a conducive environment can help
improve the interaction between students and teachers. In order to be effective, online learning
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should have an interaction framework. This concept supports the relationship between the
students and the instructors. Moreover, for the learning design stage, researchers could select
the appropriate collaboration technology and develop effective learning designs that can
motivate students (Kaur et al., 2011). With that said, OCL is a strategy for constructing
knowledge through collaboration. This theory encourages students to develop their own ideas
and solutions through the use of various means, such as inventing and exploring new methods
(Bates, 2015).
observed that the reliance on technology has constantly increased and innovated today’s
education around the world. This also has effectively given alternative gateways for
educational institutions to provide lectures and enable students to continue their educational
pursuance, despite any circumstances that may arise such as the COVID-19 pandemic. As
seen in today's educational structure, the communication between lecturers and students has
been bridged with computer-mediated communication and networked learning, in which, the
internet has become the medium of students and teachers to continue their learning and
teaching respectively, which is consistent with the OCL Theory by Harasim (2012).
COVID-19 Pandemic
Implementation
Movement Control Order (MCO)
Educational Institution Closure of Online
Learning
H1: There is a relationship between the COVID-19 pandemic and the implementation of online
learning.
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H2: There is a relationship between the MCO and the implementation of online learning.
H3: There is a relationship between the closure of the educational institutions and the
This chapter has discussed the literature review, research framework, theory, and
hypothesis. The next chapter will be discussing the research methodology in general.
Chapter 3: Methodology
3.1 Introduction
This chapter will be discussing research design, type of research method, unit of
analysis, sampling, data collection process, instrument development, data analysis, and pre-
test.
The study design for this research will be a non-experimental correlational design using
the analysis of data collected through surveys, interviews, and polls. The goal of the
within a community or a group, and it also aims to identify the influences of various variable
dependent ones on one another. Quantitative research is more focused on convergent and
quantitative studies usually use divergent and inductive reasoning (Babbie, 2020).
Based on the findings obtained from a study by Apuke (2017), the research
methodology is a process utilized by researchers for carrying out their studies. This procedure
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involves analyzing and quantifying various data sets in order to get a better understanding of
form and analyzing it with the aid of statistical methods such as the IBM SPSS Software. This
method is commonly used to collect and evaluate data. Quantitative research begins with a
statement of a problem, an inquiry question, and a review of the literature. It then uses various
Based on the research conducted by Almeida et al. (2017), the quantitative research
of research. Doing quantitative research in real-time allows researchers to collect data in order
information that can be used to develop a hypothesis. In addition, it is more efficient in data
collection and analysis using statistical methods as there is no need for the researcher to
interpret the data collected manually which is done in the qualitative method. Besides that,
with this method, experimenter bias is able to be eliminated as the results of the data would
Therefore, the data and results obtained would have a decent reliability and validity score.
Moreover, the quantitative approach allows researchers to study larger samples for their
studies. This allows them to gather more data and make their findings more reliable. Having
a larger sample size also helps minimize the risk of overestimating their findings.
The questionnaire that will be used for this research will address the dependent
variable which is the implementation of online learning, and the independent variable which is
the COVID-19 pandemic. The questionnaire is divided into five sections, which are part A, B,
C, and D.
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For part A, it will find out the demographic background of the participants, which
consists of eight questions that will ask about the respondents’ age, gender, citizenship,
ethnicity, higher educational institution, and the current level of tertiary education.
As for part B, it aims to identify the knowledge of the participants regarding the
Movement Control Order (MCO). This part consists of 14 questions where the participants
must rate how true each statement is to them based on using the Likert scale that ranges from
1 to 5.
Besides that, for part C, it aims to identify the knowledge of the students regarding
educational institution closure. This part consists of 19 questions where the participants must
rate how true each statement is to them based on using the Likert scale that ranges from 1 to
5.
Lastly, as for part D, it aims to identify the implementation of online learning of the
students. This part consists of 19 questions where the participants must rate how true each
statement is to them based on using the Likert scale that ranges from 1 to 4.
This study will be targeting students who are currently pursuing their tertiary education
in Malaysia.
3.5 Sampling
The total population for this research is 150 participants, in which are students who are
currently pursuing their tertiary education. Based on the target population above, respondents
that are chosen are students between the ages of 18-30 years old, as this age spectrum is the
average age of students who are pursuing their tertiary education in Malaysia (Ang et al.,
2019).
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The inclusion criteria for this study is that the participants must be pursuing their tertiary
comprehension skills. The exclusion criteria would be participants below the age of 18 and
above the age of 30, participants who are not pursuing their tertiary education in Malaysia,
participants who do not have English comprehension skills, and the students from Kolej
The type of sampling technique used for this study is convenience sampling.
Participants will be asked to participate through the researcher's personal social media
accounts such as WhatsApp, Instagram, and Telegram. All participants will be sent a link to a
Google Form, which begins with the participants' information sheet. They will be informed
about the purpose of the study, as well as their rights as participants and potential risks (if
The researcher must identify which groups are compatible to be the population, and
also identify the sample for this research. Moving on, it is identified that the population for this
research is the students who are currently pursuing their tertiary education in Malaysia, while
the sample for this research is the students between the ages of 18-30 years old. After finding
out the population and group for this research, it is where the researcher must acquire an
approval letter from the lecturer for the questionnaire to be distributed to the participants after
the questionnaire for the research had already been approved by the lecturer. Once approval
from the lecturer is acquired, the questionnaire will be set to be distributed since this study is
using a quantitative method. The questionnaire would be created via Google Forms. All
participants will be sent a link to a Google Form via the researcher's personal social media
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accounts such as WhatsApp, Instagram, and Telegram, as it will be more convenient and
efficient to reach the participants from the mentioned platforms. With that said, it is consistent
Instrument development explains the process of the creation of a questionnaire for this
research. The researcher creates a questionnaire based on the questionnaires that have been
created by past researchers, in order for it to be verified and reliable, and to prevent
This part also explains the curation of questionnaires based on the dependent variable
and independent variable of this research. For the dependent variable which is the
implementation of online learning, the questionnaire is extracted from the study conducted by
Surahman and Sulthoni (2020). The questionnaire’s purpose is to collect data about students’
satisfaction towards the quality of online learning in higher education during the COVID-19
pandemic. Moving on, the questionnaire is based on a 4-point Likert scale and consists of 19
items. Participants are asked to rate the items based on how true each statement is to them,
As for the independent variables, they are the Movement Control Order (MCO), and
educational institution closure. The Movement Control Order (MCO) is evaluated based on
the questionnaire in Peretti-Watel et al. (2021)’s study. The purpose of the questionnaire is to
collect data regarding the attitudes about COVID-19 lockdown among the general population.
The questionnaire is based on a 5-point Likert scale and consists of 14 items. Participants will
be asked to rate the items based on how true each statement is to them, with scores of 1
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obtain data regarding the students' attitudes and emotions towards the sudden closure of
schools during the COVID-19 pandemic. The term “school closure” is replaced with
“educational institution closure” to fit the mentioned independent variable in the study. The
questionnaire is based on a 5-point Likert scale and it consists of 19 items. The participants
will be asked to rate the items based on how true each statement is to them, with scores of 1
The questionnaires that will be used for this research were restructured by changing
the questionnaire items from question form to statement form to fit the study.
1 The lockdown is the only effective way The MCO is the only effective way to fight the
2 The lockdown should last several The MCO should last several more months to
to be effective. effective.
considering the real gravity of the real gravity of the COVID-19 pandemic.
epidemic.
5 The lockdown should be less coercive The MCO should be less coercive to be more
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6 The lockdown is the consequence of The MCO is the consequence of the lack of
7 The lockdown could have been The MCO could have been avoided by the
masks.
9 The lockdown has already disastrous The MCO has already disastrous economic
10 The lockdown will cause family The MCO will cause family tragedies.
tragedies.
11 The lockdown causes too much The MCO causes too much restriction on civil
household. MCO.
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educational institutions.
lessons.
6 I am optimistic that I will make good progress I am optimistic that I will make good
7 I think I have the right to be happy with school I think I have the right to be happy with
and frustrating me, I don't want schools to bothering and frustrating me, I don’t
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12 I get anxious when I look at the books I have I get anxious when I look at the books
educational institutions.
13 My heart beats fast when I think of school. My heart beats fast when I think of
educational institutions.
14 Fear of schools not opening up scares me. Fear of educational institutions not
postponing my studies.
16 I don't like going to school because when I I don’t like going to educational
don't know the answer to the question, I get institutions because when I don’t know
embarrassed.
17 Because I have a lot of problems with the Because I have a lot of problems with
curriculum, I don't like schools to open. the curriculum, I don’t like educational
institutions to open.
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1 Satisfaction of online learning methods I’m satisfied with online learning methods
2 Satisfaction in the online learning I’m satisfied with the online learning
experience. experience.
learning.
5 The level of enthusiasm for online I’m enthusiastic about online learning
learning.
6 Exploration of the benefits of using I explore the benefits of using technology for
7 The need for online learning time is The need for my online learning time is
learning. learning.
9 Resources learn through online learning I prefer learning through online resources in
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10 The clarity of the lecture material in the The lecture material in online learning is
11 Satisfaction with lecturer guidance I’m satisfied with the lecturers’ guidance
services. services.
12 Satisfaction with lecturer performance in I’m satisfied with the lecturers’ performance
13 Satisfaction with the clarity of I’m satisfied with the clarity of assignments
14 Satisfaction with lecturer feedback on the I’m satisfied with the lecturers’ feedback on
15 Ability to use technology to learn online. I have the ability to use technology to learn
online.
16 Ability to solve technical problems in I have the ability to solve technical problems
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Respondents with characteristics close to those of the survey's real respondents were
used in the pilot study. Students from Kolej Universiti Poly-Tech MARA Kuala Lumpur
participated in the mentioned pilot study. A total of 52 people were chosen as respondents for
this investigation. The goal of the pilot research was to assess the reliability and validity of
each item in the study. This pilot study was conducted to determine whether the questionnaire
was simple to understand, relevant to the study's objectives, the appropriateness of the items
used in the study, the relevance of the items, and the accuracy of each question posted in the
instrument.
This subtopic acknowledges the frequency of respondents who took part in the pilot
test of this survey. Table 3.1 reveals that male respondents accounted for 8 (15.4%) of the
It reveals that 3 (5.7%) of the respondents were within the age of 18 years old. There
were 5 (9.6%) respondents around the age of 19 who were involved. Another 5 (9.6%) of the
respondents were 20 years old. 17 (32.7%) of the respondents 21 years old, which is the
highest percentage among the other age categories. The second most common age group
among the total respondents was 22 years old, which accounted for 15 (28.8%) of the total
respondents. 4 (7.7%) of the responders were within the age of 23. Meanwhile, just 1 (1.9%)
of the respondents was around the age of 27. Finally, 2 (3.8%) of the respondents were around
As for the citizenship category, all 52 (100.0%) respondents for the pilot test were
Malaysians.
Furthermore, when it comes to ethnicity, Malay is the most common ethnic group
represented in the pilot study, with 49 (94.2%) respondents. 2 (3.8%) of the respondents were
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As for the educational institution category, all 52 (100.0%) respondents for the pilot
Finally, 1 (1.9%) of respondents in the level of education group were enrolled in a pre-
while 39 (75.0%) were enrolled in a bachelor's degree programme, which was the most
prominent between the other programmes among those who took part in the pilot study.
Table 3.1
Demographic factors n %
Gender
i. Male 8 15.4
Age
i. 18 3 5.8
ii. 19 5 9.6
iii. 20 5 9.6
iv. 21 17 32.7
v. 22 15 28.8
vi. 23 4 7.7
vii. 27 1 1.9
viii. 28 2 3.8
Citizenship
i. Malaysian 52 100.0
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Ethnicity
i. Malay 49 94.2
Educational Institution
i. KUPTM 52 100.0
Level of Education
i. Pre-University 1 1.9
This study used Cronbach's alpha values to examine the reliability of the instrument.
These values can measure the internal consistency of the instruments used for the purpose
of this study. This study involved 3 variables, namely: Movement Control Order (MCO),
Table 3.2
Variable Items α
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This section examines the relationships between items depending on one of the
study's variables. Overall, the MCO variable's item-to-item correlation was substantial and
acceptable for the purposes of this study. As a result, no modifications have been made for
Table 3.3.
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variable. Overall, the correlation between the items for the educational institution closure
variable was substantial and appropriate for this study's objective. As a result, no modifications
have been made for this purpose. Table 3.4 summarizes the findings of the study.
Table 3.4
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I get anxious when I look at the books I have to read when .84*
I start going to educational institutions.
This section examines the relationships between items depending on one of the
correlation was substantial and acceptable for the purposes of this study. As a result, no
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modifications have been made for this purpose. Table 3.5 summarizes the findings of the
study.
Table 3.5
The need for my online learning time is longer than face- .97*
to-face.
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I’m satisfied with the lecturers’ feedback on the work done. .97*
The test used for analyzing the data and calculating the obtained results was the
reliability test using the IBM SPSS Statistics application. As for the hypotheses, the ANOVA
test from the same application was used. This is due to the fact that all variables and objectives
mentioned for the study examine the relationship between the independent variables and the
dependent variable. One of the notable examples of this is determining the relationship
between the COVID-19 pandemic and the implementation of online learning. Other than that,
the objective of the study is to examine the relationship between the MCO and the
implementation of online learning. Lastly, is to investigate the relationship between the closure
of educational institutions and the implementation of online learning. With that said, the
mentioned test supplemented the study by testing the validity and reliability of the
questionnaires used and also justified the objectives stated. Hence, no changes were made
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3.10 Summary
This chapter discusses the methodology, research design, type of research method,
unit of analysis, sampling, data collection method, instrument development, and restructuring
of the questionnaire.
4.1 Introduction
This chapter will be discussing data analysis, which focuses on the frequency of
This sub-topic discusses the frequency of the respondents who participated in this
study for the actual test. Table 4.1 shows that 49 (30.6%) of the respondents were male, while
For the age category, Table 4.1 shows that 37 (23.2%) of the respondents were aged
between 18 and 20 years. For ages between 21 and 23, there were 95 (59.4%) of the
respondents involved. 28 (17.6%) of the respondents were aged between 24 and 30 years
old.
Besides that, as for the citizenship category, Table 4.1 shows that among the 160
respondents, 152 (9.5%) of them were Malaysian citizens. Meanwhile, there were 8 (5%) non-
citizen, 1 (0.6%) Pakistani citizen, 2 (1.3%) Filipino citizens, 1 (0.6%) Syrian citizen, and 1
As for the category of ethnicity, it shows that 66 (41.3%) of the respondents were
Malay, 67 (41.9%) were Chinese, and 13 (8.1%) were Indians. The remaining balance, which
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Lankan, and 1 (0.6%) Syrian, were all curated into one category as "Others," which in total
Moreover, as for the college/university name category, there were a total of 48 tertiary
education institutions where the respondents of this research were currently studying at. The
highest number of respondents came from one institution that participated in the study, with
24 (15%) respondents from Sunway University. This was followed by 14 (8.8%) respondents
from UiTM Shah Alam and 12 (7.5%) respondents from Taylor's University, marking as the
3rd major tertiary education institution where the respondents of this research were currently
studying at. The remaining number of respondents is comprised of respondents who are
respondents from APU, 1 (0.6%) respondent from ARU Malaysia, 3 (1.9%) respondents from
BAC, 7 (4.4%) respondents from HELP University, 1 (0.6%) respondent from IACT College, 1
(0.6%) respondent from ICOM, 1 (0.6%) respondent from Ideas Academy, 3 (1.9%)
respondents from IIUM, 1 (0.6%) respondent from INTI International College, 1 (0.6%)
respondent from IPG, 1 (0.6%) respondent from IUMW, 2 (1.3%) respondents from MCKL, 1
(0.6%) respondent from MMMC, 4 (2.5%) respondents from MMU, 7 (4.4%) respondents from
Monash University, 1 (0.6%) respondent from MSU Shah Alam, 1 (0.6%) respondent from
Mukah Polytechnic, 1 (0.6%) respondent from Raffles College, 1 (0.6%) respondent from
Reading University, 4 (2.5%) respondents from SEGi University, 6 (3.8%) respondents from
Sunway College, 1 (0.6%) respondent from TARUC, 2 (1.3%) respondents from Taylor’s
College, 1 (0.6%) respondent from UiTM Dengkil, 2 (1.3%) respondents from UiTM Johor, 2
(1.3%) respondents from UiTM Kelantan, 1 (0.6%) respondent from UiTM Sabah, 1 (0.6%)
respondent from UiTM Segamat, 2 (1.3%) respondents from UKM, 7 (4.4%) respondents from
UM, 8 (5.0%) respondents from UMS, 2 (1.3%) respondents from UniMAP, 5 (3.1%)
respondent from UNM, 1 (0.6%) respondent from OUW Malaysia KDU, 4 (2.5%) respondents
from UPM, 4 (2.5%) respondents from UPSI, 1 (0.6%) respondent from USIM, 4 (2.5%)
respondents from USM, 4 (2.5%) respondents from UTAR, 1 (0.6%) respondent from UTM, 1
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(0.6%) respondent from UTP, 1 (0.6%) respondent from UUM, and 1 (0.6%) respondent from
YPC International College. Due to various respondents participating from different UiTM
branches across Malaysia, the number of respondents was combined into UiTM to make the
reading of the data efficient. This method was also used for Taylor’s College & University, as
well as Sunway College & University, and categorized as Sunway and Taylor's, respectively,
to simplify the table and ease the reading of the data. Hence, the three major tertiary education
institutions are listed in Table 4.1, while the rest of the tertiary education institutions are
Lastly, as for the level of education category, the mentioned table shows that out of
the 160 respondents, 14 (8.8%) of the respondents are at pre-university level. For the diploma,
24 (15.%) of the respondents were involved. For a bachelor's degree, 110 (68.8%) of the
respondents were involved, while for a master's degree, only 10 (6.3%) of the group were
involved. Lastly, there were only 2 (1.3%) of the respondents who were at the doctorate level
of tertiary education.
Table 4.1
Demographic factors n %
Gender
i. Male 49 30.6
Age
i. 18 7 4.4
ii. 19 10 6.3
iii. 20 20 12.5
iv. 21 29 18.1
v. 22 30 18.8
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vi. 23 36 22.5
vii. 24 11 6.9
viii. 25 8 5.0
ix. 26 3 1.9
x. 27 3 1.9
xi. 28 2 1.3
xii. 30 1 .6
Citizenship
Ethnicity
i. Malay 66 41.3
Educational Institution
i. Sunway 30 18.8
Level of Education
i. Pre-University 14 8.8
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v. Doctorate 2 1.3
This study used Cronbach's alpha values to examine the reliability of the instrument.
These values can be used to measure the internal consistency of the instruments used for the
purpose of this study. This study involved three variables, namely the Movement Control
Table 4.2
Variables Items α
4.3.1 Inter-Item Correlation for the Movement Control Order (MCO) Variable
This section discusses correlations between items based on the variable of this study.
Overall, the correlation between items for the MCO variable was significant and accepted for
the purpose of this study. Therefore, no changes have been made for this purpose. The
Table 4.3
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This section discusses correlations between items based on the variable of this study.
Overall, the correlation between items for educational institution closure variable was
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significant and accepted for the purpose of this study. Therefore, no changes have been made
Table 4.4
I get anxious when I look at the books I have to read when .92*
I start going to educational institutions.
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This section discusses correlations between items based on the variables of this study.
Overall, the correlation between items for the implementation of the online learning variable
was significant and accepted for the purpose of this study. Therefore, no changes have been
Table 4.5
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The need for my online learning time is longer than face- .96*
to-face.
I’m satisfied with the lecturers’ feedback on the work done. .96*
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Hypothesis 1 discusses the relationship between MCO and the implementation of online
learning. Table 4.6 shows that there is a relationship between MCO and the implementation
of online learning. (r = -.425, p > 0.01). It shows that the MCO affects or contributes towards
the implementation of online learning as students had to undergo educational prowess online
due to the MCO or lockdown that has been announced by the Malaysian government to
combat the COVID-19 pandemic in Malaysia. Therefore, the hypotheses are failed to reject.
Table 4.6
The relationship between the MCO and the implementation of online learning
r -.425**
n 160
p .000
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Hypothesis 2 discusses the relationship between educational institution closure and the
implementation of online learning. Table 4.7 shows that there is a relationship between
educational institution closure and the implementation of online learning. (r = -.527, p > 0.01).
It shows that the educational institution closures affect or contribute towards the
implementation of online learning as students had to resume their educational prowess online
due to the closure of educational institutions that has been announced by the higher education
ministry and the Malaysian government to combat the COVID-19 pandemic in Malaysia.
Table 4.7
The relationship between the educational institution closure and the implementation of online
learning
r -.527**
n 160
p .000
This chapter discusses the findings of the research-based hypothesis testing. Moving on, the
next chapter will be discussing the findings of the research based on literature review and
theory.
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5.1 Introduction
On the basis of study findings, this chapter will be explored in depth. This chapter also
discusses related literature evaluations and theory based on findings. Finally, this chapter will
discuss the study's contribution and make recommendations for further research.
This part will be discussing the findings based on the objective of the research.
5.2.1 Objective 1: To determine the relationship between the COVID-19 pandemic and
Based on the findings, this research has successfully achieved the objective of the
research. The first objective of this study is to determine the relationship between the COVID-
19 pandemic and the implementation of online learning. The hypothesis is that there is a
relationship between the COVID-19 pandemic and the implementation of online learning. This
is due to the fact that the said pandemic is the main reason for the emergence of the wide
cope with the mentioned pandemic by transitioning the classes and curriculums from face-to-
face learning to online learning. Lastly, this enabled students worldwide to resume their studies
despite the unfolding of the COVID-19 pandemic, making their educational prowess
The findings reveal that there is a relationship between the COVID-19 pandemic and
the implementation of online learning. Past researchers also found that there is a relationship
between the COVID-19 pandemic and the implementation of online learning, notably Allam et
al. (2020), Qureshi et al. (2020), Kurilovas & Kubilinskiene (2020), Palansamy (2020), Han
(2020), and Polstra (2020). Hence, this research has contributed to a new finding compared
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to past research, which has been doing the same interest as this research by providing new
updated data.
5.2.2 Objective 2: To examine the relationship between the MCO and the implementation
of online learning.
Secondly, the objective of this study is to examine the relationship between the
Movement Control Order (MCO) and the implementation of online learning. The hypothesis is
that there is a relationship between the MCO and the implementation of online learning. This
is because the MCO has affected educational institutions with restrictions by forcing face-to-
face learning to transition into online learning in order to curb the COVID-19 pandemic
emergence in Malaysia and to protect the students from the risk of infection from the
mentioned pandemic. Lastly, this decision by the government of Malaysia has helped in
curbing the infections nationwide by encouraging everyone to stay at home and resume their
The findings show that there is a relationship between the MCO and the
implementation of online learning. Past researchers also found that there is a relationship
between the MCO and the implementation of online learning, notably Abdalqader et al. (2020),
and Salim et al. (2020). With that said, compared to previous study, this research has
contributed to a new finding by supplying new updated data, whereas previous research has
5.2.3 Objective 3: To investigate the relationship between the closure of the educational
Thirdly, the objective of this study is to investigate the relationship between the closure
of educational institutions and the implementation of online learning. The hypothesis is that
there is a relationship between the closure of educational institutions and the implementation
of online learning. This is due to the fact that the closure of educational institutions ignited the
change of conventional learning, which was face-to-face learning, to online learning. Other
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than that, this has enabled educational institutions to prevent the risk of infections among
students in light of the COVID-19 pandemic by providing an alternative way for students
around the world to resume their educational prowess by transitioning all courses to online or
remote learning. Lastly, this has enabled students to adapt to the progressive methods of
learning by embracing technology and digitalization more, which will be essential to them in
the future, despite the effect that has been caused by the mentioned virus outbreak.
The findings show that there is a relationship between the MCO and the
implementation of online learning. Past researchers also found that there is a relationship
between the closure of educational institutions and the implementation of online learning,
notably Litvinova et al. (2019), Engzell et al. (2021), Wu et al. (2020), Wu & McGoogan (2020),
and Zhao et al. (2020). Therefore, In comparison to earlier research, this study has contributed
to a new finding by providing new updated data, although previous research has been
The theory that is related with this research is the Online Collaborative Learning (OCL)
Theory by Linda Harasim. Students with diverse skill sets collaborate in small groups to attain
a common goal, according to this theory. Online collaborative learning (OCL) is a technique
that transforms collaborative learning from face-to-face to online, according to this theory.
Furthermore, as a result of OCL, the pupils' academic performance increased. More research
into the impact of OCL on various educational levels was also suggested. The use of online
collaboration to assist group work was linked to increased levels of knowledge transfer among
participants. In the majority of previous studies, it has been widely considered as an effective
Based on the new data from the study, there are new contributions that can be linked
with the said theory that emphasises the implementation of online learning, which is linked
with online collaborative learning (OCL). These new findings show that online collaborative
learning can be essential at unprecedented times, such as the emergence of virus outbreaks
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and other natural disasters. Moreover, online collaborative learning can be used as an
alternative way to resume students’ academic journey when educational institution closures
occur. With collaborating in learning online, this comes to fruition how students and lecturers
can be progressive by adapting to new technologies that will be essential for them to resume
their studies and work. Based on the results of the data gathered for this research, it shows
that a fraction of students do prefer learning face-to-face but are affected by the ongoing
pandemic. Hence, resuming studies online is the only alternative way for them to continue with
With that being said, this reveals that the firmer the government of Malaysia
implements Movement Control Order (MCO), the fewer students will be interested in partaking
While conducting this research, there were a lot of implications that the researcher
obtained. Firstly, the researcher suggests to the relevant authorities or the government of
Malaysia that they create a new effective policy regarding the issue that is related to the topic.
This is due to the fact that after the researcher has obtained the findings, it clearly shows that
the students have been affected drastically by the ongoing COVID-19 pandemic that has led
authorities such as the higher education ministry should create a policy that would help
students and respondents fulfil their educational prowess not just through online learning but
also through conventional learning or face-to-face learning. With that said, the implementation
of hybrid classes should be looked into as an alternative way for students to resume their
studies.
Besides that, the researcher has obtained new data that can be linked to the said
pandemic. The researcher suggests that the government of Malaysia expand and increase
the rate of vaccination against COVID-19 in order for students to resume classes not just
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online but also face-to-face. Therefore, this would enable educational institutions to eventually
implement hybrid learning, which combines online learning with face-to-face learning.
Moreover, due to the new data and knowledge that the researcher has obtained from
the findings, this would enable the study to give guidance to past researchers on this topic, as
well as to future researchers. This study shows that other variables can be related to the study
as the mentioned pandemic is still ongoing. Besides that, this study doesn’t just give
opportunities to past and future researchers to contribute to this study, but also enables them
Relating to the new knowledge obtained by the researcher, the researcher found out
that there are a lot of opinions from past researchers that the current researcher can gain
knowledge from by looking at the past researchers’ studies. This is due to the fact that every
opinion of the past researchers helps in getting a clearer view on what the current researcher
of this study can impact on the topic. Due to this, the researcher needed to find a lot of articles
to investigate further in-depth the study that is being conducted by them. This was done by
obtaining a lot of articles from past researchers that were related to the study that contributed
Based on this research, the current researcher recommends future researchers to look
at a variety of pertinent aspects if they plan to continue with this study in the future. This is
because there will be various words in this research that are complex for a student to
comprehend. As a result, they should anticipate the outcome before proceeding with the study.
Furthermore, in order for students to grasp and relate to the topics, future researchers
must ensure that the questionnaires they will use for this research are less and more relevant
to the future prospects of the topics. It is because when respondents understand the
questions, it'll be easier for them to respond to the survey, which will allow researchers to
precisely analyze their research and determine whether it's valid and reliable or not.
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Finally, if future researchers want to go deeper into this topic, the current researcher
would advise using a qualitative data gathering approach, as the current findings of this study
were gathered via a quantitative method. As a result, future researchers will be able to gain
new findings in the context of a larger picture. Rather than waiting for respondents to
completely fill out the questionnaire provided when using the quantitative method, the said
qualitative method of data collection can be conducted by using face-to-face methods such as
interviews to elicit answers from future respondents that will contribute to future findings.
5.6 Summary
This is a detailed discussion based on research findings. This chapter also explains
related findings-based literature reviews and theory. Lastly, this chapter will include the
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Appendix A
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Appendix B
a. Male
b. Female
a. Yes
b. No (please specify)
a. Malay
b. Chinese
c. Indian
a. Pre-University
b. Diploma
c. Bachelor’s Degree
d. Master’s Degree
e. Doctorate
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Appendix C
Instruction: Please rate how true each statement are to you based on the 5-point Likert scale
Questionnaire 1 2 3 4 5
19 pandemic.
effective.
acceptable.
resources.
wearing of masks.
consequences.
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liberties.
MCO.
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Appendix D
Instruction: Please rate how true each statement are to you based on the 5-point Likert scale
Questions 1 2 3 4 5
institutions.
MCO.
institution closures.
open.
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institutions.
me.
studies.
embarrassed.
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Appendix E
Instruction: Please rate how true each statement are to you based on the 4-point Likert scale
Questions 1 2 3 4
to-face methods.
independently.
face learning.
face.
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technology.
lecturer.
14. I’m satisfied with the lecturers’ feedback on the work done.
learning.
learning.
online learning.
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