INTERNATIONAL JOURNAL OF LATEST TECHNOLOGY IN ENGINEERING,

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ISSN 2278-2540 | DOI: 10.51583/IJLTEMAS | Volume XIV, Issue X, October 2025

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Student Preferences towards Online Learning in Open University

Malaysia

Mariatul Liza Meor Gheda, Suhaila Abdul Hamid, Nurul Fairuz Buang, Nor Aisyah Fadil, Nor Aslina Abd Jalil

Faculty of Technology and Applied Sciences, Open University Malaysia

DOI: https://doi.org/10.51583/IJLTEMAS.2025.1410000056

Received: 17 September 2025; Accepted: 26 September 2025; Published: 10 November 2025

Abstract: Countries all across the world have been placed under lockdown as a result of the unexpected emergence of the

worldwide health disaster known as the Coronavirus Disease (or COVID-19). The crisis has also put the world's educational

systems under strain, forcing academics to switch from face to face to online learning. Open and Distance Learning (ODL)

method is one of the most suitable strategies that integrates virtual technology which consequently allows the continuation of the

teaching and learning process. As an open university that already has ODL, learning methods and student service should be more

robust. Quantitative research was conducted using a 34-item questionnaire to explore the challenges students face in the context

of online learning; and to identify the student’s preferences for their convenience for the adoption of quality improvement in

online learning. Data was collected from sixty-four (64) postgraduates students enrolled in the Faculty of Technology and

Applied Sciences, Open University Malaysia. The study revealed that staying motivated and engaged in online classes, with a

Relative Importance Index (RII) of 0.6188, stands out as the most significant challenge for the students. On a positive note, the

availability of clear learning objectives, with the highest RII of 0.8188, emerged as the top preference among students for

adopting quality improvement in online learning. These findings underscore the importance of addressing motivational factors

and emphasising clear learning objectives to enhance the overall online learning experience.

Keywords: online learning, open distance learning, student challenges, student preferences

I. Introduction

In the last two decades, the landscape of education has swiftly evolved, propelled by significant advancements in the

understanding of learning processes (Dervan et al., 2006). While online learning in open distance settings offers unprecedented

opportunities for education, it is crucial to recognise that not all students may embrace this mode of learning with the same

enthusiasm. The evolving nature of technology and the diverse backgrounds of students contribute to a wide spectrum of

preferences and attitudes towards online learning. The problem at hand lies in comprehensively understanding and addressing the

factors that influence student preferences in the context of open distance learning. Some students may thrive in the digital world,

finding it conducive to their learning method, while others may encounter challenges or harbour reservations that impede their

engagement with online educational platforms. Identifying these factors is essential for developing effective strategies that cater

to the diverse needs of students, ensuring that open distance learning (ODL) remains an inclusive and effective mode of education

for all. Understanding user experiences and emotions in the online learning environment has become crucial through direct

reviews, surveys, and feedback (Liu et al., 2016). Technological challenges arise from unreliable internet connections and

insufficient digital equipment, while social challenges stem from a lack of family support, conflicting roles, emotional needs, and

unfavorable learning environments (Kamaludin & Sundasen, 2023). Thus, adopting online learning in open-distance settings

offers special potential as education changes to keep up with technology advancements. To ensure the inclusion and efficacy of

open distance learning, it is imperative to acknowledge and tackle a range of student choices, technological obstacles, and societal

considerations.

Hence, this research aimed to investigate the students’ challenges in online learning and to identify the students’ preferences for

their convenience for the adoption of quality improvement in online learning. This research sought to unravel the complexities

surrounding student preferences towards online learning in open distance education, thereby contributing valuable insights to the

ongoing discourse on the future of education.

II. Literature Review

Open and Distance Learning (ODL) is a mode of education that provides flexible and accessible learning opportunities, allowing

students to study remotely and at their own pace. Traxler (2018) highlighted the significant potential of formal distance education

to broaden access to higher education and enhance student diversity through the flexibility provided by online technologies. The

ability to learn anywhere and anytime from diverse sources contributes to this potential. The integration of new technologies

fosters collaboration on both global and local scales. However, Traxler acknowledges a conservative culture within European

higher education that necessitates change, particularly in recognizing the challenges posed by innovative models like open online

courses (Clegg, Hudson & Steel, 2003). The incorporation of technology in education is seen as a response to market demands, as

institutions use online and distance learning to extend their reach.

To ensure the success of an ODL class, collaboration among students is crucial, given the flexibility and practicality of this

learning approach, which ideally fosters enthusiasm for studying. However, the effectiveness of ODL hinges on addressing

fundamental questions concerning what to teach, how to teach, and the provision of necessary educational infrastructure within a

INTERNATIONAL JOURNAL OF LATEST TECHNOLOGY IN ENGINEERING,

MANAGEMENT & APPLIED SCIENCE (IJLTEMAS)

ISSN 2278-2540 | DOI: 10.51583/IJLTEMAS | Volume XIV, Issue X, October 2025

www.ijltemas.in Page 433

country. Gray and DiLoreto (2016). underscored the importance of factors such as student consent and the satisfaction of both

students and educators, recognizing their pivotal role in sustaining the success of ODL. Despite the benefits, students have

identified challenges concerning internet stability, network coverage and device compatibility (Samat et al., 2020;

Wikramanayake, 2014). Moreover, unique issues emerge inside every nation. Limited research has been conducted in Malaysia

that focuses just on ODL, particularly on students happiness and commitment to the online approach. The recent global health

crisis, as emphasised by Mohamad et al. (2020), has reinforced the importance for extensive and comprehensive study in this

field.

In order to optimize the benefits of ODL, students must shift from traditional perspectives and embrace the expansive

opportunities offered by technology. The integration of technology into ODL facilitates access to a plethora of new resources,

potentially enhancing the educational process and leading to increased satisfaction among students. Universities and colleges play

a pivotal role in ensuring student satisfaction by emphasizing the utility and significant value of ODL. According to Lin and

Wang (2012), to enhance students' perceived usefulness of ODL, instructors must share high-quality teaching materials and

promote effective interactivity through ODL platforms. Alqurashi (2019) found that self-efficacy and learner satisfaction are

crucial factors affecting students' perceived learning outcomes, thus stressing the importance of fostering student confidence in

ODL platforms. This collaborative effort between instructors and students is vital to create an enjoyable and effective learning

experience, emphasizing the importance of both parties embracing technology for its full potential in teaching and learning (Nasir

& Hameed, 2021). Martin and Bolliger (2018) highlighted various engagement strategies, such as instructor presence and active

learning, as critical to maintaining student interest and improving outcomes. Additionally, Devisakti and Ramayah (2021)

explored the role of sense of belonging and grit in the effective use of e-learning portals, emphasizing that fostering a sense of

community and persistence is essential for successful learning experiences in higher education. Furthermore, Kahu and Nelson

(2018) emphasized the significance of emotional, behavioral, and cognitive engagement, noting the role of supportive

environments in promoting meaningful interactions. In brief, fostering a productive learning environment requires cooperation

among students and instructors, supportive institutions, cutting-edge technology, and efficient teamwork.

This literature review examined the evolving landscape of online learning in higher education, which has experienced a

significant shift in recent years. Focused on understanding student preferences, the review covers various dimensions, including

clear learning objectives, video recording, structured content, flexibility, self-paced learning, visual content, online support,

Learning Management Systems (LMS), EdTech enhancement, real-time discussion, and engagement. Clear learning objectives

are fundamental in guiding students through their online learning experiences. According to Lee and Choi (2011), recent research

emphasised the importance of well-defined objectives and results in online courses and emphasises their critical role in raising

student motivation and engagement. The incorporation of video recordings in online courses has become a popular instructional

method. Recent research highlighted the positive impact of video content on student comprehension, engagement and overall

satisfaction (Guo et al., 2014). This literature reviews synthesised findings on the use of video recording as an effective tool for

delivering the course content and explored best practices in creating engaging and pedagogically sound video materials. The

analysis underscores the fundamental role of clear learning objectives in guiding online learners and emphasizes the positive

impact of video recording on comprehension and engagement. It explores the significance of structured content in facilitating

effective learning outcomes and the influence of flexible course structures on student satisfaction. The concept of self-paced

learning is discussed in the context of accommodating diverse learner needs. The review highlighted the importance of visual

elements in enhancing comprehension and engagement and emphasised the role of online support services, LMS, and EdTech in

shaping student preferences. Educational technology (EdTech) continues to evolve, offering innovative tools and resources to

enhance online learning. Recent studies investigate the impact of EdTech enhancements, such as gamification, virtual reality, and

adaptive learning platforms, on student engagement and outcomes (Huang et al., 2021). The research results on the use of EdTech

in online higher education and its effects on student preferences are compiled in this review of the literature. It also explores how

to improve student involvement in the online higher education environment by implementing real-time discussions and initiatives.

In conclusion, the study presents a comprehensive analysis of current studies and offers insightful information about how the field

of online education is changing. In order to better meet and surpass student expectations, it also makes recommendations for

directions for further study and advancements.

III. Methodology

This preliminary study employed quantitative research method, employing online survey techniques to collect data while

prioritising logical reasoning, numerical analysis, and maintaining objectivity in its operations, as emphasised by Mohajan (2020).

The study opted for purposive sampling, aligning with the recommendations of Etikan et al. (2016), who underscored the

strategic selection of respondents possessing specific characteristics relevant to the study's objectives. This sampling approach

was chosen to ensure a targeted and purposeful selection of participants for the research. Students from postgraduate program in

Faculty of Technology and Applied Sciences, Open University Malaysia were involved as the target sample. In order to guarantee

a homogeneous sample selection, the researchers used two (2) criteria: (i) enrolment in master's programmes in the scientific

field, such as Master of Project Management (MPM), Master of Facility Management (MFM), Master of Safety and Health Risk

Management (MOSRHM), and Master of Quality Management (MQM), and (ii) status as a second-year student. The quantitative

data was analysed using SPSS. The utilisation of the Cronbach's alpha coefficient in evaluating the internal consistency of survey

items underscores the exceptional reliability of both constructs, where excellent (0.90 and above), good (0.80 – 0.89), acceptable

(0.70 – 0.79), questionable (0.6 – 0.69), poor (0.5 – 0.59) and unacceptable (less than 0.59) (Mallery & George, 2003). The

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researchers concurred with Rooshdi et al. (2018) in using the Relative Importance Index (RII) for assessing the significance of

Student Challenges in Online Learning and Students Preferences in Adoption of Quality Improvement in Online Learning. Five

(5) importance levels are derived from RII values from high (H) (0.8 < RI < 1), high-medium (H–M) (0.6 <RI < 0.8), medium

(M) (0.4 < RI <0.6), medium-low (M-L) (0.2 <RI < 0.4) and low (L) (0 < RI < 0.2) as described by Chen et al. (2010), offered a

thorough framework for assessing these factors.

IV. Results

This section presents the findings from the survey carried out. The Cronbach's alpha coefficient, used to evaluate the internal

consistency of items in the online survey, indicates exceptional reliability for both constructs. The values surpass 0.89 and 0.915,

as illustrated in Table 1, emphasising the robust internal consistency of the data gathered from the online survey.

Table 1: Reliability results

Constructs

Cronbach's Alpha

Number of Items

Student Challenges in Online Learning

0.890

Students Preferences in Adoption of Quality

Improvement in Online Learning

0.915

Table 2 shown the program enrolled by the respondents. MOSHRM has the highest representation among respondents,

accounting for 48.4% of the total.

Table 2: Program enrolled

Program

Frequency

Percentage

MPM

31.3

MOSHRM

48.4

MQM

14.1

MFM

6.3

Table 3 shows the majority of respondents (89.1%) predominantly use laptops for online learning. Both tablets and desktops have

a relatively low percentage of usage (3.1% each), indicating that they are less favoured for online learning compared to laptops.

While not as predominant as laptops, smartphones still show a moderate level of usage (4.7%). This suggests that a portion of

respondents relies on smartphones for online learning.

Table 3: Device typically utilised for online learning.

Device

Frequency

Percentage

Laptop

89.1

Tablet

3.1

Desktop

3.1

Smartphone

4.7

Table 4 shown the findings on the respondents degree of comfort with online learning. The high percentages for "Comfortable"

(45.3%) and "Very Comfortable" (42.2%) categories highlight the overall positive sentiment and acceptance of online learning

among the surveyed population. The low percentage in the "Not Comfortable at All" (1.6%) category indicates that a vast

majority of respondents feel at least somewhat comfortable with online learning, with a minimal proportion expressing strong

discomfort.

Table 4: Degree of comfort with online learning

Degree of comfort

Frequency

Percentage

Very comfortable

42.2

Comfortable

45.3

Somewhat comfortable

10.9

Not comfortable at all

1.6

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Table 5 data revealed that individual assignments are the most preferred method, with a substantial percentage of 73.4%. Group

assignments and project-based learning have lower percentages at 10.9% and 6.3%, respectively. The data suggests a strong

inclination towards individualised learning approaches, indicating that respondents find personal engagement more prevalent in

activities like individual assignments compared to collaborative or project-based methods.

Table 5: Methods engage personally to learn digitally

Methods

Frequency

Percentage

Individual assignment

73.4

Group assignment

10.9

Project based learning

6.3

Assignment with presentation

9.4

Table 6 shows that the Learning Management System (LMS) is the predominant choice, with 9.4%, while social media has a

lower percentage at 1.6%.

Table 6: The communication of class updates, discussions, and interaction preferences

Type of Communication

Frequency

Percentage

Social Media

1.6

LMS

9.4

In this study, students were asked to state the extent to which they agreed or disagreed* with a series of statements about the

challenges in online learning and these findings are summarised in Table 7.

Table 7: Student’s challenges in online learning

Item

RII

Rank

Staying motivated and engaged in online classes is a challenge for me.

0.6188

Collaborating with peers in online group projects is challenging.

0.6000

I have experienced technical issues (e.g., internet connectivity) during online learning.

0.5750

The volume of coursework in online courses can be overwhelming.

0.5750

Lack of educational technology (EdTech) online learning for special needs of students

0.5750

Managing my time effectively when learning online is difficult.

0.5688

Finding a suitable study environment at home for online learning is a challenge.

0.5156

I feel isolated and lack a sense of community in online courses.

0.5094

There are Issues with the accessibility and usability of the learning management system

0.4906

Online exam proctoring or invigilation processes create difficulties for me.

0.4781

I lack of discipline to participate in online class

0.4719

Adapting to the online learning environment has been stressful for me.

0.4594

The university has insufficient equipment and facilities to support online learning.

0.4500

The communication of class updates, discussions, and interaction preferences

0.3031

The data findings, presented as Relative Importance Index (RII) scores and corresponding ranks, provide insights into the

challenges faced by students in online learning. Table 7 demonstrates that the highest-ranked challenge, with an RII of 0.6188, is

staying motivated and engaged in online classes, highlighting the significant struggle students face in maintaining focus and

enthusiasm in virtual learning environments. Collaborating with peers in online group projects follows closely as the second-

ranked challenge (RII = 0.6000), emphasising the difficulties associated with virtual teamwork. Technical issues during online

learning, the overwhelming volume of coursework, and the lack of educational technology for special needs are all equally ranked

as the third most challenging aspects (RII = 0.5750). Notably, the communication of class updates, discussions, and interaction

preferences is perceived as the least challenging aspect (RII = 0.3031), suggesting relative satisfaction in this particular dimension

of online courses. Overall, these findings highlight the multifaceted nature of online learning issues, underlining the importance

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of tailored interventions to improve motivation, collaboration, technical support, and overall student experience in virtual

education.

In addition, The Relative Importance Index (RII) study has also been used to identify the students’ preferences for their

convenience for the adoption of quality improvement in online learning. Table 8 showed clear learning objectives, with an RII of

0.8188 and ranking first, are highly valued by students, emphasising the importance of well-defined goals in enhancing the online

learning experience. Class video recording, with an impressive RII of 0.9375 and securing the second position, is deemed crucial

for revision, highlighting the significance of flexibility and access to course materials. The preference for structured and

organised content, with an RII of 0.9031 and ranking third, underscores the importance of logically arranged course materials.

Notable preferences include flexibility in accessing course materials (RII = 0.9000) and a preference for self-paced learning (RII

= 0.8906), emphasising convenience and autonomy. The use of visual content (RII = 0.8844) is also highlighted for its value in

enhancing the learner's experience. Areas of improvement include online class attendance (RII = 0.7656) and gamified elements

(RII = 0.8188), indicating varying levels of student interest. Continuous assessment and a mix of assessment types (RII =

0.8281/0.8219) are considered important but rank twelfth and thirteenth, indicating a moderate preference. Overall, these findings

emphasised on the importance of prioritising clear learning objectives, video recording, and well-structured content while

continuously refining and adapting assessment strategies to meet students' evolving preferences in the online learning

environment.

Table 8: Students’ preferences in adoption of quality improvement in online learning

Item

RII

Rank

The availability of clear learning objectives enhances my online learning experience.

0.8188

The class video recording is important to me for my revision.

0.9375

Content more structured and organised in simple way and easy to understand.

0.9031

The flexibility to access course materials at any time and from any device is important to me.

0.9000

I prefer online courses that allow me to self-pace my learning to fit my schedule.

0.8906

The use of visual content helping in enhancing learner’s experience (teaching slides, video etc)

0.8844

The availability of online support resources (e.g., tutoring, technical assistance) is crucial for my success in

online learning.

0.8750

Real-time discussion and Q&A sessions with instructors are valuable in online courses.

0.8750

The availability of well-structured and organized course materials is essential for my learning experience.

0.8750

Having access to additional supplementary materials for in-depth study is beneficial for my learning.

0.8719

EdTech tools need to be tailored to the needs of special needs students.

0.8656

Regular and timely feedback from instructors is essential for my online learning success.

0.8625

The option to choose from a variety of multimedia resources (e.g., videos, interactive content) positively

impacts my learning.

0.8625

The option to interact with peers and engage in group projects enhances my online learning experience.

0.8531

Continuous assessment, rather than just end-of-term exams, promotes a deeper understanding of course content.

0.8281

I believe that online courses should offer a mix of self-assessment and end-of-term exams.

0.8219

The option to choose between shorter and longer online courses according to my needs is important to me.

0.8219

The inclusion of gamified elements (e.g., quizzes, challenges) in online courses makes earning more engaging.

0.8188

The online class attendance is an important predictor of my academic success.

0.7656

V. Discussion

Staying motivated and engaged underscores the considerable struggle students face in maintaining focus in virtual learning,

supported by recent research (Smith et al., 2023). Collaborating with peers in online group projects highlighted the complexities

of virtual teamwork, aligning with studies on the challenges of collaborative learning in online environments (Lu et al., 2022).

The equal ranking of technical issues, overwhelming coursework and inadequate educational technology as the third most

challenging aspects accentuates the multifaceted nature of difficulties encountered by learners, substantiated by current literature

(Brown & Johnson, 2022). The perception of communication aspects as the least challenging aligns with a relative satisfaction in

this dimension of online courses, as suggested by existing research (Jones & White, 2021). In summary, students in online

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learning face with challenges related to motivation, virtual teamwork, technical issues, coursework load, and communication

dynamics.

Students' preferences for clear learning objectives as the highest-ranked preference resonate with the significance of well-defined

goals in enhancing the online learning experience, supported by recent studies (Brown & Johnson, 2022). The crucial role of class

video recording for revision, securing the second position, aligns with findings emphasizing the importance of flexible access to

course materials (Wang et al., 2023). The preference for structured and organised content as the third-ranked preference

underscored the importance of logically arranged course materials, corroborated by current literature on effective content design

(Kizilcec et al., 2017). Notable preferences, including flexibility in accessing course materials and a preference for self-paced

learning, highlight the significance of convenience and autonomy, consistent with research on the advantages of flexible course

structures (Betts et al., 2020). The emphasis on the use of visual content for enhancing the learner's experience aligns with the

recognition of visual elements in improving comprehension and engagement in online courses (Mayer, 2019). Areas of

improvement, such as online class attendance and gamified elements indicate varying student interest and preferences,

necessitating ongoing refinement in these aspects. Continuous assessment and a mix of assessment types are considered important

but rank twelfth and thirteenth, indicating a moderate preference for diverse assessment strategies (Vahed et al., 2021). Thus, it is

essential to ensure quality improvement in online learning through clearly defined learning objectives, flexible access to course

materials, organized content, autonomy and flexibility, visual content, and continual improvement in response to varied student

preferences.

Sadeghi (2019) stated that the future potential for distant education are limitless. Clearly, ODL education programmes and

courses are here to stay and will grow in the future, but there are still many uncertain issues to be clarified and investigated. The

quality of instruction has a significant impact on student satisfaction. This is a very significant concern for university

administrators and decision-makers who may organise distance learning so that they can give continual guidance and

improvement plans for teaching personnel.

VI. Conclusion

The integration of online learning platforms has revolutionized education, offering students unprecedented flexibility and

accessibility to educational resources. This transformative shift has fundamentally altered how students engage with their

academic pursuits. Recognizing student preferences in the realm of online learning, particularly within the context of ODL, is

imperative for educational institutions, policymakers, and educators. This study reveals that students' preferences align with

established literature, highlighting the crucial role of motivation in fostering engagement in online classes. Additionally, it

underscores the significance of clear learning objectives as a key factor in ensuring the high-quality delivery of online learning

experiences. While acknowledging the promising future of ODL education, the conclusion underscores the necessity for further

research to address uncertainties and continually enhance instructional quality, providing valuable guidance for administrators

and decision-makers. Due to the inherent shortcomings in the formal higher education system, there has been a notable surge in

the demand for distance learning. Consequently, student satisfaction in ODL has become a critical component for the successful

completion of distance learning study programs. Looking ahead, it is essential for Future studies to further extend the contribution

by widening the sample beyond postgraduate learners to include undergraduate cohorts and faculty perspectives, enabling

comparisons across experience levels and teaching approaches. A multi-institutional comparison across different ODL

universities would also reveal whether the patterns observed here are unique to OUM or consistent across contexts. Beyond

survey data, qualitative inputs – such as interviews or open-ended responses – are crucial for uncovering why certain preferences

exist and how students negotiate their challenges in real time. Moving forward, research should not only document what students

prefer but also examine whether those preferences genuinely improve outcomes such as persistence, performance, and

satisfaction. Linking preferences to actual learning achievement, rather than perception alone would provide a more decisive basis

for course design policies in ODL settings.

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