The Relationship between Learning Flexibility, the Learning Environment, and Online Learning Experiences among Undergraduate Students in Malaysia

Nik Sarina Nik Md Salleh, Nurul Nadia Abd Aziz, Noor Affeeda Ramli, Muhammad Zahran Abd Rahman, Noorazzila Shamsuddin and Hasrudy Tanjung
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Nik Sarina Nik Md Salleh: Faculty of Business and Management, University technology MARA Cawangan Kelantan, Kelantan, MALAYSIA
Nurul Nadia Abd Aziz: Faculty of Business and Management, University technology MARA Cawangan Kelantan, Kelantan, MALAYSIA
Noor Affeeda Ramli: Faculty of Business and Management, University technology MARA Cawangan Kelantan, Kelantan, MALAYSIA
Muhammad Zahran Abd Rahman: Faculty of Business and Management, University technology MARA Cawangan Kelantan, Kelantan, MALAYSIA
Noorazzila Shamsuddin: Faculty of Business and Management, University technology MARA Cawangan Kelantan, Kelantan, MALAYSIA
Hasrudy Tanjung: Department of Management, Universitas Muhammadiyah Sumatera Utara, INDONESIA

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 1, 2632-2641

Abstract: This study aims to explore the relationships between learning flexibility, the learning environment, and online learning experiences among undergraduate students in Malaysia, particularly in light of the global health crisis. With the widespread shift to online learning, understanding the factors that affect its effectiveness is vital, especially as it influences the competitive performance of educational institutions. The study also investigates the potential role of gender differences in shaping students’ online learning experiences. To gather data, survey questions from previous research were adapted and distributed to a sample of 129 undergraduate students at a UiTM branch campus, all of whom participated in online learning during the previous semester. The results reveal significant relationships between learning flexibility (r = 0.395), the learning environment (r = 0.619), and online learning outcomes. Moreover, the findings show a moderate level of engagement and success in online learning among the students (p-value less than 0.05), with gender differences contributing to variations in the experiences and outcomes of online learning. Based on the results, the study emphasizes the importance of incorporating interactive tools, such as quizzes, to improve students’ comprehension and engagement in online courses. These findings suggest that online learning can be optimized by considering flexibility in learning schedules and environments, as well as by addressing gender-specific challenges. The study calls for further research into these factors to better understand and enhance the online learning experience in the evolving landscape of higher education.

Date: 2025
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