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Bridging the Technology Divide in the COVID-19 Era: Using Virtual Outreach to Expose Middle and High School Students to Imaging Technology
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Virtual Learning during COVID-19: Exploring Challenges and Identifying Highly Vulnerable Groups Based on Location.

Adi Jafar1, Ramli Dollah1, Ramzah Dambul1

  • 1Faculty of Social Sciences and Humanities, Universiti Malaysia Sabah, Kota Kinabalu 88400, Sabah, Malaysia.

International Journal of Environmental Research and Public Health
|September 9, 2022
PubMed
Summary
This summary is machine-generated.

The COVID-19 pandemic forced virtual learning in Sabah, Malaysia, revealing significant challenges for students. Highly vulnerable groups were identified, highlighting the need for improved educational infrastructure and support.

Keywords:
MalaysiaSabahSustainable Development Goals (SDGs)e-learninghigher educationonline learningquality education

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Area of Science:

  • Educational Technology
  • Higher Education
  • Socioeconomic Impact of Pandemics

Background:

  • The COVID-19 pandemic necessitated a global shift from traditional to virtual learning environments in higher education.
  • Sabah, Malaysia, faces unique challenges due to underdeveloped infrastructure, impacting the effective implementation of virtual learning.
  • Existing disparities in technology and communication facilities exacerbate educational inequalities in the region.

Purpose of the Study:

  • To explore the multifaceted challenges encountered by students during the implementation of virtual learning in Sabah.
  • To identify specific vulnerable student groups based on their geographical locations within Sabah.
  • To provide data-driven insights for policymakers to enhance virtual education accessibility and inclusivity.

Main Methods:

  • A survey was administered to 1,371 students from public and private higher learning institutions in Sabah.
  • Purposive sampling technique was employed for sample selection.
  • Principal Component Analysis (PCA) and K-Means Clustering were utilized for data analysis.

Main Results:

  • Five primary challenges were identified: unconducive learning environment, physical health deterioration, mental health decline, limited educational facilities, and social isolation.
  • K-Means Clustering revealed six distinct student clusters with varying virtual learning challenges.
  • Students in Clusters A and B, concentrated in numerous districts, were identified as highly vulnerable groups.

Conclusions:

  • The study underscores the significant barriers to virtual learning in Sabah, particularly for geographically isolated students.
  • Findings necessitate targeted interventions and policy reforms to address infrastructure and support gaps.
  • Improving the virtual learning environment is crucial for achieving equitable education aligned with Sustainable Development Goal 4 (SDG-4).