Exploring Student Adaptation to Emergency Online Learning: Psychological Readiness and Study Environments

Berlian Nur Morat, Mas Aida Abd Rahim and Robekhah Harun
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Berlian Nur Morat: Academy of Language Studies, Universiti Teknologi MARA, Cawangan Kedah, Kampus Sungai Petani, Kedah, Malaysia
Mas Aida Abd Rahim: Academy of Language Studies, Universiti Teknologi MARA, Cawangan Kedah, Kampus Sungai Petani, Kedah, Malaysia
Robekhah Harun: Academy of Language Studies, Universiti Teknologi MARA, Cawangan Kedah, Kampus Sungai Petani, Kedah, Malaysia

International Journal of Research and Innovation in Social Science, 2024, vol. 8, issue 9, 1610-1617

Abstract: This study explores the influence of study environments on the psychological readiness of students during emergency online learning scenarios in a post-pandemic context. Conducted during a festive season at a Malaysian university, the research examines how factors such as quietness, comfort, internet connectivity, and family dynamics shape the ability of 80 diploma students to adapt to the sudden shift to fully online classes. Using a qualitative research design, data were collected through an open-ended survey, and thematic analysis was employed to identify key themes. The findings reveal that conducive study environments, initiated by minimal distractions, comfortable workspaces, reliable internet access, and supportive family interactions, are crucial for enhancing students’ focus and engagement in online learning. The study highlights the need for educational institutions to provide guidelines and resources to help students optimise their study environments. Additionally, it emphasises the importance of fostering family communication strategies to reduce disruptions. These insights offer valuable implications for future emergency learning scenarios, suggesting that targeted interventions could significantly improve student adaptation and academic performance. Future research should further investigate the long-term effects of these environmental factors and the effectiveness of specific interventions in enhancing students’ psychological readiness.

Date: 2024
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