Conclusion

Conclusion provides closure for the reader while reminding the reader of the contents and importance of the paper.

Our study's results and findings contribute to two types of implications which are practical and theoretical implications. On a practical level, a number of important recommendations for students and teachers can be outlined in order for them to be effective in improving the quality of the instructional process in the online world.

The study provides valuable insights into how the educational process proceeded during a period of sudden and numerous changes in Malaysia's higher education system. As a result, it is likely that after a longer period of adaptation and familiarization of students and teachers with the online environment, the quality of the educational process will increase, and students' perceptions of online learning will be more positive and consistent with other studies mentioned in this paper.

However, in order for the Malaysian education system to adequately and effectively adapt to online teaching and learning, a series of phases must be taken to encourage and promote its transition to this new form of teaching. In this regard, universities might create training sessions for teachers or programs whose aim would be to improve teachers' performance and, by implication, the quality of the educational process. The findings of this study indicate that student perceived learning was influenced by a number of psychosocial factors such as online class engagement and online learning. There are two factors that influence online class engagement, which are interaction and student motivation, and two factors that influence online learning, which are course structure and instructor facilitation or knowledge, as well as structural factors such as student satisfaction. From the findings, we know that there were many challenges that students face with online learning. It is not an easy task for students to perceive learning.

First, interaction and staying motivated. Given that students may not be attending class at a fixed time on a physical campus, finding the motivation to begin coursework may be challenging. It can be difficult for some students to see their home as a place of study, but designating different parts of the house that are specifically for work can help students get their work done. Staying in touch with classmates, as well as reaching out to faculty or academic staff as appropriate, can be encouraging. The more engaged the students are with distance education, the more prominent it becomes in their minds. Log in on a daily basis to see course updates and class discussions. Connect with other students and share our own thoughts or questions.

Second, some students are being left behind. In class, the instructor or lecturer must keep an eye on the students and change their speed to accommodate someone who requires more time. It is more difficult to do so in a virtual class. Since it is more difficult to read body language virtually, students can remain silent or “put on a brave face,” leaving the class feeling depressed, disappointed, and having learned nothing. So, based on the survey results, we can determine how well a student is engaged in their online class.

Third, diminished social aspects. The lack of certain social elements with the online route takes the final spot on our list of the challenges of online learning. There are many opportunities for social contact with peers within the layouts of most degree programs. This can be accomplished by classroom activities or "social lounges" set up outside of the digital classroom. All of this is good, but it is not the same as having physical, in-person relationships. Interacting in person creates stronger relations, a sense of camaraderie based on shared work and ambitions, and a variety of other beneficial characteristics for the student.

These are only a few of the challenges that students can face when participating in digital learning. Students are concerned about their academic prospects as a result of the abrupt transition to online classes. During this time, it's easy to be worried about our own future education, but it's important to note that we're not alone. COVID-19 has permanently altered the world. Despite the fact that this crisis has had a significant impact on college students, learning to be adaptable is an important aspect of life.

Recommendations

Because the majority of educational institutions in Malaysia deliver their courses through face-to-face learning, these institutions must make attempts to have some of their teaching and learning activities done through fully-online learning or web-assisted learning. Because of the present COVID-19 crisis, most educational systems have been forced to seek alternatives to online teaching and learning. Many universities switched activities to online to allow instruction to continue even when schools were closed. Given the alternative of no face-to-face learning, online learning has shown to be a valuable tool for sustaining skill development during university closures. However, there are also concerns that online learning may have been a sub-optimal substitute for face-to-face instruction, particularly in the absence of universal access to infrastructure (hardware and software) and a lack of proper preparation among teachers and students for the unique demands that online teaching and learning pose. Based on findings, there are few recommendations towards the determinants of student’s perceived learning outcome and satisfaction in online learning during Pandemic Covid-19.

First is, the university must assist students in developing positive vibes and attitudes about them. Developing positive attitudes toward learning can assist students in overcoming some of the possible problems offered by online learning, such as remaining focused throughout online classes or keeping appropriate motivation. They are also important in assisting students in properly using information and communication technology (ICT) and making the most of emerging technologies for learning. Positive attitudes toward learning, self-regulation, and intrinsic drive to study all play an essential part in enhancing school performance in general, but they may be especially important if online learning continues.

Next, students' attitudes and dispositions are heavily influenced by the support they receive from their family and lecturers, as well as the role models they are exposed to. Different types of support from families and lecturers, such as parental emotional support and instructor excitement, have been demonstrated to be significant for the formation of good attitudes toward learning and can ensure that students acquire attitudes and dispositions that can maximize their capacity to take advantage of online learning opportunities. However, some families and instructors may find it difficult to provide such assistance, particularly during the COVID-19 crisis, due to a lack of time, limited digital abilities, or a lack of curricular requirements.

Last but not least, education systems or the government should strive to increase information and guidance to parents on good techniques for supporting their children's learning through strengthening engagement between universities and parents. At the same time, lecturers require assistance in incorporating technology effectively into their teaching practices and approaches, as well as assisting students in overcoming some of the challenges connected with this type of learning environment. Supporting teachers' training in the use of digital resources for pedagogical practice and supporting teaching approaches tailored to this environment are critical to ensuring that ICT is effectively used.

Limitation of study

The study provides students with important knowledge about how the educational process took place in Malaysia higher education institutions during the pandemic, information that can be used to enhance the online teaching-learning process. The analysis, however, has some limitations. One limitation is that the study was non-probabilistic, and the analysis was limited to few Malaysia universities. As a consequence, the findings cannot be applied to the entire Malaysia higher education sector. Furthermore, prior to the Coronavirus outbreak, only a few universities had some experience with the E-learning platform, but only the basic tools of the systems were used. It would be useful to expand the sample to other Malaysia universities in order to generalize results but also to make comparisons based on universities, fields of study, previous experience of universities with online learning, and the presence of training programs for teachers during this transition time. Furthermore, a longitudinal study would be useful to see if universities adapted to teaching and studying entirely online, if and how teachers adapted (teaching style, contact with students), and if students' attitudes toward online learning changed.

Suggestion of further research

Students face difficulties and problems as a result of transitioning to completely online learning, as outlined in this study, which reflects an aggravated and panic phenomenon in which no single research can cover all of its aspects in a single context. Despite the fact that this study made a significant contribution through research findings and proposed a conceptual motivational model to ensure that university students have sustainable and healthy online learning, certain shortcomings could open up many avenues for further research.

First, this research was conducted on a small population drawn from a few Malaysian universities. Further research may examine the phenomenon in a broader range of populations using different techniques, institutions, and countries. Second, current research on the impact of the COVID-19 pandemic on the learning lives of university students has been enriched in terms of causes and some negative consequences, but more motivating frameworks in the field of higher education institutions must be built as a response to these causes and negative consequences. Third, the conceptual model presented in this study proposed three interconnected contexts: personal factors, technological factors, and socio-environmental factors. In this model, each of these contexts is still hypothetical and needs to be empirically measured. As a result, each background in this proposed model may be empirically checked in future studies for additional confirmatory findings. Fourth, as a new extension of this study, it would be interesting to recognise the effect of the COVID-19 pandemic on the creative thinking of university students.