BY SOUBA RETHINASAMY & JONATHAN DASON
Souba Rethinasamy 
Jonathan Dason
Since the onset of the Covid-19 pandemic last year, Malaysian higher learning institutions (HLIs) have migrated to teaching classes online.
With the number of cases still high, online learning is set to persist even post-pandemic thus altering the education landscape in Malaysia.
Similar to other forms of online learning, the two key challenges to overcome are:
• access to high-speed internet, and
• access to suitable devices.
These challenges are multi-faceted, with no straight-forward answers.
Setting individual motivation aside, broadly speaking students studying online can be divided into four categories:
Students in category I are considered to be in the ‘ideal’ situation where they have access to high-speed internet coupled with a device that has a reasonably sized screen and access to a physical keyboard. While those in category IV, would face serious challenges as not only do they have low internet connectivity, more often than not the only device that they have access to is a smartphone.
This is where there’s a need to optimise virtual lessons for those in categories II, III and especially for category IV.
Given the challenges at hand, here are some pedagogical insights from teaching online that may help educators be digitally inclusive and ensure that fewer students are left behind.
Use virtual class sessions as an avenue for discussions and to answer queries
Many students have a limited amount of internet data or face connectivity issues, online classes should not simply be a replication of a live lecture done virtually. Rather it’s an opportunity for meaningful contact hours with students to address doubts, questions and to facilitate group discussions.
Where possible, video lectures and course materials can be uploaded preferably ahead of time for the students to access at their convenience.
While not ideal, video cameras can be deactivated when not required during synchronous class sessions to further save bandwidth and improve accessibility.
Adapt to the student’s preferred medium of communication to stay in touch
Consistent contact with students is essential for keeping them engaged, especially in the absence of in-person contact. The priority is to reduce both the social and technological barriers that learners may encounter with their educator.
This is important because it allows for educators to provide the right measure of flexibility and motivation for students. In this context, using existing platforms like WhatsApp, Telegram and email are good tools for maintaining contact as well as a means for submitting assignments, in addition to Learning Management Systems (LMS)
Explore alternative methods of assessments
Online classes have opened-up the opportunity for educators to leverage their students’ IT skills for assessment purposes. With clear instructions and the right assessment rubrics, assessments don’t have to be limited to the classic essays or conventional presentations.
Many of the tools used by Gen Z for popular platforms like Tiktok and Youtube can be tapped into as an innovative way to assess learning.
This is consistent with the principle of meeting students where they are at, instead of simply replicating traditional assessment methods online.
Leverage on ‘virtual’ to provide a global experience
One of the reasons universities located in certain cities or have ‘urban’ campuses are preferred by prospective students is that traditionally, it was easier to get industry partners or guest speakers to participate and add value.
In contrast, it would be logistically expensive to organise such sessions at an institution that was located far away from the city center. Pre-pandemic, these in-person interactions were still preferred by the various stakeholders over those conducted online.
However, the global transition to virtual classes has leveled that playing field to some extent. The same click of the button can connect a person to someone across the city as well as to someone on the other side of the planet.
Thus, universities don’t have to be “geographically locked” and can thus bring “the world” to students at their doorsteps.
Good examples for this are the ability to invite global experts to directly interact with students and virtual exchanges that seek to emulate in-person international student exchanges, all at a greatly reduced cost.
An added benefit is that these opportunities can help break the monotony of a single course instructor and thus induce interest among students along with providing networking opportunities, and inspire them to explore and discover beyond the course syllabus.
The way forward
The mass migration to online learning has certainly disrupted the way higher education is delivered in Malaysia. The challenges are complex to solve. There are pockets of innovation that can be tapped into to ensure a more equitable access to education amidst the pandemic.
While the insights provided here may not be for everyone neither do we claim that it is the best solution, we do hope that they are useful in inspiring educators at all levels with ideas that can help them be more digitally inclusive, while keeping in mind the principle that education is for all.
* Souba Rethinasamy (PhD) is an associate professor at the Faculty of Language and Communication, Universiti Malaysia Sarawak.
* Jonathan Dason is an alumnus of Universiti Malaysia Sarawak and recipient of the 2018 chancellor award. Beyond his career in telecommunications, he serves as the vice-president of the United Nations Association Malaysia Youth (UNAM Youth). Additionally, he’s the Malaysian representative for the 4th ASEF Young Leaders Summit by the Asia-Europe Foundation. On the weekends, he teaches a weekly class titled Future Diplomats to high-school students that focuses on public speaking, debate, empathy, and international relations. Jonathan continues to be involved in higher education events, and works towards building a stronger youth development ecosystem in Malaysia.
