Embracing New Norms: The Contributive Factors to Student Online Learning Readiness

Abstract

The research is determined relevant contributing factors for the student to embrace new norms in learning during the pandemic Covid-19. Academic institutions were closed to curb the viruses from spreading by avoiding unnecessary physical contact and social distancing. However, teaching and learning must continue as usual. Thus, the only option is to continue the teaching and learning process online. The sudden changes have caused the adaptable issue to students. The study conducted an online survey of 102 respondents from the tertiary education level. The study considered an online survey as a practical approach to collect responses because of the pandemic. Only respondents who have experienced in online learning were eligible to be selected. Thus, the study used a quota sampling technique to conduct the sampling process. The data went through a series of validity and reliability tests to ensure the research instrument is valid and reliable. The study used Partial Least Square to test the research hypothesis and scrutinise the relevance variable and items deemed statistically acceptable. The finding indicated that the learning environment is a significant factor in ensuring the student is ready to embrace the new norms in teaching and learning online. The learning environment is expected to be related to student motivation and adaptability to the new setting.

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About this article

Publication Date

31 January 2022

eBook ISBN

978-1-80296-122-5

Publisher

European Publisher

Volume

123

Print ISBN (optional)

-

Edition Number

1st Edition

Pages

1-494

Subjects

Communication, Media, Disruptive Era, Digital Era, Media Technology 

Cite this article as:

Ibrahim, M. S., Yusuf, S., & Megat Ibrahim, N. Z. (2022). Embracing New Norms: The Contributive Factors to Student Online Learning Readiness. In J. A. Wahab, H. Mustafa, & N. Ismail (Eds.), Rethinking Communication and Media Studies in the Disruptive Era, vol 123. European Proceedings of Social and Behavioural Sciences (pp. 195-202). European Publisher. https://doi.org/10.15405/epsbs.2022.01.02.16