Keywords
COVID-19, Pandemic, Online learning, Student Attitude, Coping strategies
This article is included in the Research Synergy Foundation gateway.
COVID-19, Pandemic, Online learning, Student Attitude, Coping strategies
As a result of the COVID-19 pandemic, the World Health Organisation (WHO) recommends restricting activities with the potential to generate large crowds, and that learning activities are held in environments that limit physical contact between students and lecturers. Online learning is an alternative form of learning that has been utilized during the COVID-19 emergency.1 Online learning refers to learning that takes place via the Internet, offering more accessibility, connectivity, flexibility, and the capacity to initiate numerous types of learning exchanges2; it is important to note that distance learning, e-learning, and online learning are not interchangeable terms.3 In the present COVID-19 pandemic, learning activities in schools and higher learning institutions across the world have moved online. Online learning is a necessary strategy to prevent the spread of COVID-19 in educational institutions. However, undoubtedly, the majority of colleges and universities have encountered enormous problems with this new standard of learning.4
Multimedia University (MMU) had been offering at least 30 percent of its courses as blended learning or flipped classrooms for years before the pandemic began. In a flipped classroom, students are introduced to topics at home and then practice working through it at school. Now, however, the classes are not just flipped but rather operate fully online, which may influence students’ attitudes and their coping strategies as they adapt to the change. Thus, this study asks: what is the attitude of the students towards online classes? Additionally, what are the main coping strategies used by the students?
Attitude refers to one’s positive or negative evaluation of a behaviour.5,6 In Kemp et al. and Baloran’s studies, when asked if they preferred face-to-face or remote teaching and whether they struggled to adjust to remote learning and teaching, students' preferences for a teaching or learning delivery mode reflected a favourable attitude toward the online approach.5,7 Other studies revealed that the majority of students who had undergone online-blended learning expressed negative impressions due to slow internet connectivity.7,8 However, since online learning is not new to MMU students, perhaps more feedback might be generated for the current study. In addition, during the pandemic, the majority of MMU students are participating in online learning from their hometowns. Thus, these conditions may offer a unique input to the study, since the internet at home may not be as effective as it is on campus.
Sheroun et al. studied stress and coping strategies during the COVID-19 lockdown, focusing on nursing students. They used the Brief-COPE, which is a 28-item self-report questionnaire.9 The results showed that the participants were found to be using coping strategies moderately.10 In this case, the nurses were considered frontline workers; therefore, their stressful and tiring circumstances may have influenced their coping strategies. It might be interesting to know MMU students’ coping strategies, as the nature of workload is different in comparison to that of the nursing students.
In another study by Kar et al., on stress and coping strategies among people from different backgrounds aged between 20 and 64 years, respondents who avoided thinking about the pandemic or were unaware of coping techniques, reported considerably higher anxiety and depression levels.11 The respondents were given a few common coping strategies and then asked an open-ended question to find out what other specific strategies they were using. Results showed that sharing emotions, activities, humour, turning to faith, having hope, avoiding negative thinking, and problem-solving were among the most common coping strategies used by the respondents. Talking to people and sharing feelings, keeping busy, praying, and remaining hopeful are some of the other coping strategies shared by the respondents. In Kar’s and Sheroun’s studies, they used different instruments with the same objective. Interestingly, their studies had the same conclusion. As a result, the current investigation was carried out to determine the results with diverse responder cultures.
In a study on the relationship between anxiety and coping strategies among nursing students during the pandemic using the Coping Behaviour Questionnaire (COPE),12 the outcome showed that positive attitude (lower anxiety levels) correlated with the use of humour. The nursing department's staff may contribute to decreasing student anxiety by maintaining regular contact and supporting them through the use of humour. Even though this study used different coping strategy questionnaires, it could be concluded that those students with positive attitudes may have a positive correlation with the same coping strategies. It would be advantageous to investigate MMU students’ attitudes and coping strategies and how they compare to previous studies. This study hypothesises that there is a significant relationship between attitudes and coping strategies among MMU students taking online classes during the COVID-19 pandemic.
This is a cross-sectional study conducted between February and May 2021. An online survey questionnaire was distributed among students at the Multimedia University (MMU), Melaka campus in Malaysia. MMU has three campuses in Cyberjaya, Melaka, and Nusajaya. Melaka campus was chosen for this study as it has the most students.
The number of samples were selected based on Cohen’s (1988) statistical power analysis for behavioural sciences13 About 353 students participated in the survey. Student respondents were chosen using simple random sampling, where everyone has an equal probability of getting chosen.
Participants answered an online survey developed through Google forms with an appended consent form. The questionnaire used in this study can be found under Extended data.9 Lecturers were approached for permission to conduct the survey on their students. Then emails were sent to the students with more information and the survey after the lecturers informed them about the survey on February 2, 2021. Data collection ended on May 31, 2021.
The researchers developed the questionnaire around students' attitudes towards online learning. The coping strategy questions were adapted from the 28-item Brief-COPE. The items in the Brief-COPE are statements such as “I’ve been blaming myself for things that happened.” There is also a 4-point Likert scale; 1= I haven’t been doing this at all, 2= I’ve been doing this a little bit, 3= I’ve been doing this a medium amount, 4= I’ve been doing this a lot. There are 14 strategies in the Brief-COPE: self-distraction, active coping, denial, substance use, emotional support, instrumental support, behavioural disengagement, venting, positive reframing, planning, humour, acceptance, religion, and self-blame. Cronbach's alpha test is used to test the reliability of the instruments. Reliability refers to the extent the instruments could produce consistent findings over several trials. The reliability for Brief-COPE is α = 0.85.
Data were analysed using SPSS software version 26. Then, data screening was conducted to check for any missing data. These datasets may have missing values due to a variety of factors such as undefined values, data collection errors, or faulty implementation during merging datasets. However, no missing values were found in the data. Next, descriptive and Pearson Correlation Coefficient (r) statistics were computed on the original survey data. Descriptive analysis was used to describe the demographic variables of the respondents. Pearson Correlation Coefficient (r) was used to analyse the relationship between students’ attitudes and coping strategies relating to online learning during the COVID-19 pandemic.
Ethical approval for this study was obtained from the Research Ethics Committee of the Technology Transfer Office, Multimedia University, Malaysia (Approval Number: EA0742021). Informed consent was obtained from participants of the study for the confidential use of their data. A statement detailing the purpose of the study and confirming the confidentiality of the survey in accordance with the Data Protection Act 2010 was presented to participants at the start of the survey. Participants then had the option to continue or exit the survey.
About 207 (58.6%) female and 146 (41.4%) male students participated in the study. The detailed demographic background of participants is shown in Table 1. The full dataset for this study can be found under Underlying data.9
The results of the correlation coefficient indicate a modest positive correlation between attitude toward online learning and active coping strategies (r = .267, p < 0.01). The correlation coefficient indicates a modest positive correlation between attitude toward online learning and positive reframing (r = .211, p < 0.01). The correlation coefficient indicates a modest positive correlation between attitude toward online learning and planning (r = .187, p < 0.01). The correlation coefficient indicates a modest positive correlation between attitude toward online learning and acceptance (r = .230, p < 0.01).
Furthermore, results of the correlation coefficient indicate a modest negative correlation between attitude toward online learning and denial (r = -.117, p < 0.05). The correlation coefficient indicates a modest negative correlation between attitude toward online learning and substance use (r = -.114, p < 0.05). The correlation coefficient indicates a modest negative correlation between attitude toward online learning and behavioural disengagement (r = -.097, p < 0.05). The correlation coefficient indicates a modest negative correlation between attitude toward online learning and self-blame (r = -.126, p < 0.01).
In total, 8 out of 14 coping strategies were significantly correlated (modest correlation) with students’ attitudes towards online learning. The study showed that students with positive attitudes or acceptance towards online learning were likely to use positive coping strategies, i.e., active coping, positive reframing, planning, and acceptance. The results also revealed that those students with negative attitudes or acceptance towards online learning seemed to use negative coping strategies, i.e., denial, substance use, behavioural disengagement, and self-blame. In comparison to previous studies,7,10,11 this outcome indicates that students have better control of themselves in choosing the best coping strategies while participating in online learning.
Likewise, the students seemed to have good attitudes towards online learning. At MMU, online learning including blended learning which at least 30% of the classes have been the practiced for 10 years. Therefore, when the students and the lecturers were informed the restrictions to in-person learning, they were prepared. Initially, MMU students had good attitudes toward online learning, and their positivity was associated with effective coping strategies. Some studies also highlighted that the more that higher education institutions understand the factors affecting the use of online learning, the easier it will be to continue offering online classes to students,6,14 even after restrictions to in-person learning ease.
The COVID-19 pandemic has caused a crisis among Malaysian students in higher education. The outcomes of online learning require researcher's attention in order to understand students' attitudes and coping strategies. Our results showed that MMU students have positive attitudes towards online learning despite the locations of their hometowns from which they were studying. The findings suggest that students have more self-control when it comes to selecting the optimal coping strategies for online learning. Support and assistance from the technical unit at MMU and lecturers with previous online teaching experience contributed to positive attitudes and relevant coping strategies during the pandemic. Because this study focuses on students studying at MMU, the outcome cannot be generalised to all university students in Malaysia. However, the outcome may assist MMU in understanding and developing strategies to assist students.
DANS: Students’ attitudes and coping strategies relating to online learning in the time of COVID-19. https://doi.org/10.17026/dans-x3e-7ast9
This project contains the following underlying data:
This project contains the following underlying data:
- Blank copy_Survey questionnaire_online learning and coping.pdf (questionnaire and consent statement)
Data are available under the terms of the Creative Commons Zero “No rights reserved” data waiver (CC0 1.0 Public domain dedication).
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Is the work clearly and accurately presented and does it cite the current literature?
Yes
Is the study design appropriate and is the work technically sound?
Yes
Are sufficient details of methods and analysis provided to allow replication by others?
Yes
If applicable, is the statistical analysis and its interpretation appropriate?
Yes
Are all the source data underlying the results available to ensure full reproducibility?
Yes
Are the conclusions drawn adequately supported by the results?
Partly
Competing Interests: No competing interests were disclosed.
Reviewer Expertise: Pharmacy practice and education
Is the work clearly and accurately presented and does it cite the current literature?
Yes
Is the study design appropriate and is the work technically sound?
Partly
Are sufficient details of methods and analysis provided to allow replication by others?
No
If applicable, is the statistical analysis and its interpretation appropriate?
No
Are all the source data underlying the results available to ensure full reproducibility?
No
Are the conclusions drawn adequately supported by the results?
Partly
Competing Interests: No competing interests were disclosed.
Reviewer Expertise: social science rearch, students attitude, knowledge, and behaviour, public health,seschology
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Version 1 17 Mar 22 |
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Provide sufficient details of any financial or non-financial competing interests to enable users to assess whether your comments might lead a reasonable person to question your impartiality. Consider the following examples, but note that this is not an exhaustive list:
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