Learning experience during the pandemic: perspectives of foundation students

ABSTRACT

This study examines the learning experiences including academic performance and assessments of Foundation students at a British University’s campus in Malaysia during the first year of the COVID-19 pandemic. A focus on foundation students is important because First-Year Experience is crucial to their academic success in higher education. Using a mixed methods approach to enrich our study, we triangulate data from focus group interviews, a structured survey, and student performance – from two cohorts of students. One group transitioned from physical to online learning while the other group had their learning entirely online. The findings reveal challenges they faced as a result of the abrupt change to online learning, their adaptation and mitigation strategies and their responses to online assessments. Findings from this study show that many students struggled with synchronous learning and found it difficult to focus or attend synchronous classes due to a lack of conducive learning environment or technological challenges. Interestingly, students’ performance did not vary between cohorts that joined pre-pandemic and during the pandemic; across quantitative and qualitative modules, even though additional time allowance was allocated for online assessments. These findings are important for us to provide recommendations to improve existing institutional frameworks and strategies necessary to enhance support for student learning experience during times of crisis.

KEYWORDS:

• COVID-19
• learning disruption
• online learning
• foundation year
• Malaysia

Disclosure statement

No potential conflict of interest was reported by the author(s).

Notes

1. O-level equivalent/SPM certificate refers to qualification obtained upon successful completion of 11 years of education.

Additional information

Funding

This work was supported by the CELFE Small Grant Scheme [002].