Online Learning Mode During Covid-19 Pandemic: Learner’s Perception Qualitatively in Finance Courses

  • Chooi-Yi Wei
  • Yoke-Chin Kuah
  • Feng-Mei Liew
  • Chee-Loong Lee
  • Chin-Min Koh


The Covid-19 pandemic has changed the traditional teaching and learning activities to the online activities under new normal. As the implementation of online teaching and learning is unavoidable during the pandemic, the effectiveness of the online classes becomes the concern of the tertiary education stakeholders. In this study, a total of 21 students who are taking the Finance course in a Malaysian private university have been interviewed in the form of online focus group discussion to know their perceptions on the online classes. They were asked the questions that related to their challenges faced, learning process, online assessments etc. The focus group discussions reveal that the internet connection is the major factor that affects the effectiveness of online classes and students need more assistance on the matters that relate to online examination.


Aspden, L., & Helm, P. (2004). Making the connection in a blended learning environment. Educational Media International, 41(3), 245-252.
Davey, B., Elliot, K., & Bora, M. (2019). Negotiating pedagogical challenges in the shift from face-to-face to fully online learning: A case study of collaborative design solutions by learning designers and subject matter experts. Journal of University Teaching & Learning Practices, 16(1), 1-20.
Deskmukh, R., Irfan, M. M., Shiva, C. K., & Balakrishna, K. (2021). Unlocking the online education space during the lockdown: Adaptation and synergies of teachers and students. Journal of Engineering Education Transformations, 34, 206-210.
Haslam, M. B. (2021). What might COVID-19 have taught us about the delivery of Nurse Education, in a post-COVID-19 world?. Nurse Education Today, 97, 104707.
Huang, J. (2020). Successes and Challenges: Online Teaching and Learning of Chemistry in Higher Education in China in the Time of COVID-19. Journal of Chemical Education, 97, 2810-2814.
Ireland, J., Martindale, S., Johnson, N., Adams, D., Eboh, W., & Mowatt, E. (2009). Blended
learning in education: effects on knowledge and attitude. British Journal of Nursing, 18(2), 124–130.
King, K. P. (2002). Identifying success in online teacher education and professional development. The Internet and Higher Education, 5(3), 231-246.
Markett, C., Sánchez, I. A., Weber, S., & Tangney, B. (2006). Using short message service to encourage interactivity in the classroom. Computers & Education, 46(3), 280-293.
McVeigh, H. (2009). Factors influencing the utilisation of e-learning in post-registration nursing students. Nurse education today, 29(1), 91-99.
Ministry of Health Malaysia. (2020, March 24). COVID-19: Social Distancing Guidelines for Workplace, Homes and Individuals. kkm/Annex 26 COVID guide for Social Distancing 24032020.pdf
Ministry of Higher Education. (2020, May 27). Pengendalian Aktiviti Akademik di Kampus Institusi Pendidikan Tinggi Semasa dan Pasca Perintah Kawalan Pergerakan.
Muirhead, B., & Juwah, C. (2004). Interactivity in computer-mediated college and university education: A recent review of the literature. Journal of Educational Technology & Society, 7(1), 12-20.
Özden, M. Y., Ertürk, I., & Sanli, R. (2004). Students’ Perceptions on Online Assessment: A Case Study. Journal of Distance Education, 19(2), 77-92.
Rameez, A., Fowsar, M. A. M., & Lumna, N. (2020). Impact of Covid-19 on Higher Education Sectors in Sri Lanka: A Study based on South Eastern University of Sri Lanka. Journal of Educational and Social Research, 6, 341-349.
Rashid, A. A., Rashid, M. R. A., Yaman, M. N., & Mohamad, I. (2020). Teaching Medicine Online During the COVID-19 Pandemic: A Malaysian Perspective. Bangladesh Journal of Medical Science, 19, 77-81.
Smyth, S., Houghton, C., Cooney, A., & Casey, D. (2012). Students’ experiences of blended learning across a range of postgraduate programmes. Nurse Education Today, 32, 464-468.
So, H. J. (2009). Is blended learning a viable option in public health education? A case study of student satisfaction with a blended graduate course. Journal of Public Health Management Practice, 15(1), 59–66.
Song, L., Singleton, E. S., Hill, J. R., & Koh, M. H. (2004). Improving online learning: student perceptions of useful and challenging characteristics. The Internet and Higher Education, 7(1), 59-70.
Twomey, A. (2004). Web-based teaching in nursing: lessons from the literature. Nurse Education Today, 24(6), 452-458.
Volery, T., & Lord, D. (2000). Critical success factors in online education. The International Journal of Educational Management, 14(5), 216-223.
Watson, B. (2001). Key factors affecting conceptial gains from CAL. British Journal of Educational Technology, 32(5), 587-593.
Welker, J., & Berardino, L. (2005). Blended learning: understanding the middle ground between traditional classroom and fully online instruction. Journal of Educational Technology Systems, 34(1), 33-55.
How to Cite
WEI, Chooi-Yi et al. Online Learning Mode During Covid-19 Pandemic: Learner’s Perception Qualitatively in Finance Courses. Asian Journal of Research in Education and Social Sciences, [S.l.], v. 3, n. 2, p. 41-53, june 2021. Available at: <>. Date accessed: 19 june 2024.