LAST week, the Higher Education Ministry made an announcement that teaching and learning in the institutions of higher learning will continue to be carried out using online platforms until the end of December

This morning I have contacted eight of my undergraduate students via WhatsApp. These are the students whom I consider as having problems with the new normal in teaching and learning. 

Some did very poorly in the online test that I conducted last week. Some did not do the tasks I asked them to do. 

Some did not watch the recorded teaching videos I posted on YouTube. A few did not attend the make-up test I held for those who scored less than half in the first test.

Here are some of the responses that I got from them which reflect some common problems faced by many students who are suddenly thrown into the world of online learning.  

One had no problem previously because he was staying at the university hostel. But now that he has gone back to his hometown in rural Tawau, Sabah, he is having problems with internet connectivity.

Another student mentioned that his internet data is a bit limited and he has to be careful about his quota because he is taking five subjects. 

Another student has enough data quota but his telco’s internet line is very poor in the housing area he is living in Seremban. In order to get a decent internet line, he has to go out of his house go to a certain location to do his work.

One cited problems with his laptop while another mentioned about “family problems”.

Similar responses were given by the others. 

The most typical problem is difficulty in terms of internet speed and internet data quota. Some live in very remote locations where there is no access to proper broadband facilities. 

Some have problem with data quota. Even what the government has given of 1GB a day will not be enough if the students are required to do face-to-face learning in all the subjects.

A video conference call for a class may require about 300-600GB of data for every hour of the class. In addition to this face to face class, students need to do their own online search to carry out or do assignments and homework.

Internet connectivity aside, there are other problems faced by the students.

Some the students are not ready for fully online face-to-face teaching because the situation that they are in is not conducive for online remote learning. Some are facing the difficulty in getting favourable environment to do their studies properly. 

When they were staying in their respective residential colleges or in accommodation near the campus, they normally have conducive facilities for academic activities. 

Besides having private spaces and superior internet facilities, they have peers who can be a source of motivation and help.

When they returned to their families, the atmosphere is not that rosy. 

While some students are lucky enough to live in big family houses with their own rooms, computers, internet and other facilities, the majority of the students are not that fortunate. 

Some live in small houses or apartments or flats where they have to share rooms with their many siblings.

They may not even have their own room, let alone proper study area or facilities. Besides the constraint of internet availability, some do not have ready access to devices such as laptop or desktop computers and many have to depend on their small mobile phones for learning activities.

Some do not have the freedom to manage their own space and time. When they are at home they may need to follow the schedule of the family.

They may be required to do some house chores such as cooking and cleaning and these may clash with their online learning classes. In addition, some may have little siblings who might disturb their focus on their learning activities.

In the light of these constraints, educators from higher institutions need to adjust their approach to teaching and learning accordingly.

First, they need to understand that what they are supposed to deliver is not online teaching and learning in the traditional sense but an emergency remote teaching (ERT).

The true online teaching and learning are those carried out by private online institutions such as Open University or those programmes clearly designed to be designed to be delivered using online distant learning mode.

In these programmes, the course content, learning materials, lecturers and learning platforms are all tailored for online learning. Lecturers and students know before hand and are well-prepared for online teaching and learning activities.

On the other hand, the online teaching and learning we are facing now is not by design but rather forced upon us by the onset of the Covid-19 pandemic. 

The difficulties in transforming the in-class face-to-face delivery into the ERT teaching mode in the new normal should not be underestimated.

If this concept is understood properly, lecturers will not take the easy way out of converting the face-to-face class sessions which are supposed to be carried out during the normal semesters into online face-to-face teaching video conferencing classes only.

Secondly, lecturers and educators need to consider the limitations and challenges students face as enumerated earlier and tailor the ERT teaching and learning process accordingly. 

For example, before deciding to use synchronous face-to-face learning, consider the availability of internet speed and data to all students.   

If synchronous learning is done, efforts must be done to reduce data usage. 

For example, lecturers can reduce the duration of face to face instruction, use audio only or carry out offline activities which are less data intensive. 

The size of videos to be shared with students via online platforms should be reduced to the bare minimum.

Thirdly, lecturers should vary the types of delivery especially incorporating many offline or less-data intensive activities which also give more flexibility for the students. 

Examples include such as flipped classroom, task-based learning, use of social media as well as carrying out “assessment for learning” activities. 

Assessment for learning means, students undergo assessment activities to enhance their understanding and enable lecturers to identify weak students for further interventions.

Fourthly, lecturers and academic administrators must ensure that no one is left behind.

They must show special concern and care for the vulnerable student groups. 

These include students who are academically below average, those with special needs and those who face difficulties in ERT.

In conclusions, ERT requires lecturers and academic managers to ensure that not only teaching activities are in place, but also guarantee that the actual learning process is effective for all students. – June 9, 2020.

* Professor Omar Yaakob is the chairman of UTM Council of Professors and a member of the Education and Human Development Cluster of the Academy of Professors Malaysia.

* This is the opinion of the writer or publication and does not necessarily represent the views of The Malaysian Insight. Article may be edited for brevity and clarity.