Learning Practical and Research Skills through Emergency Remote Learning (ERL)
Insights from Life Science Programs in Malaysian universities during the Covid-19 pandemic
Keywords:
COVID-19, Emergency Remote Learning, Life Science, Outcomes-based Education, EquityAbstract
The COVID-19 pandemic has brought unprecedented disruptions to higher education by forcing campuses to close, thus shifting teaching and learning (T&L) activities to emergency remote learning (ERL). Higher learning institutions (HLI) in Malaysia were not spared, whereby ERL has become the dominant mode of T&L since March 2020. The field of life sciences faces additional challenges in ERL that remain underexplored, especially in the context of HLI in Malaysia, which is highly centralized and with limited institutional autonomy. Using equity theory as a framework and qualitative data gathered through interviews and focus group discussions, this paper aims to understand the impact of ERL by outlining the challenges faced and innovations devised to circumvent these in the development of practical skills and conducting research projects, which are seen as critical aspects of life sciences programs. Finally, we discuss ways to improve equity and quality of life science education by raising critical questions as the world continues to grapple with new waves of pandemic uncertainty.
Downloads
References
Ahea, M. M.-A.-B., Ahea, M. R. K. and Rahman, I. (2016). The Value and
Effectiveness of Feedback in Improving Students’ Learning and
Professionalizing Teaching in Higher Education. Journal of Education and
Practice, 7(16), 38–41. https://eric.ed.gov/?id=EJ1105282.
Al-haimi, B., Nasir Ibrahim, D. and MR, A. H. (2019). An Investigation of the Current
Autonomy Status of the Malaysian Public and Private Universities: An Empirical
Result. KnE Social Sciences, 2019, 347–363.
https://doi.org/10.18502/kss.v3i22.5060.
Bonde, M. T., Makransky, G., Wandall, J., Larsen, M. V., Morsing, M., Jarmer, H.
and Sommer, M. O. A. (2014). Improving biotech education through gamified
laboratory simulations. Nature Biotechnology, 32(7), 694–697.
https://doi.org/10.1038/NBT.2955.
Chernikova, O., Heitzmann, N., Stadler, M., Holzberger, D., Seidel, T. and Fischer,
F. (2020). Simulation-Based Learning in Higher Education: A Meta-Analysis:
Https://Doi.Org/10.3102/0034654320933544, 90(4), 499–541.
https://doi.org/10.3102/0034654320933544.
Corbin, J. and Strauss, A. (2008). Basics of Qualitative Research: Techniques and
Procedures for Developing Grounded Theory (3rd ed.). Thousand Oaks, CA:
Sage: Https://Doi.Org/10.1177/1094428108324514, 12(3), 614–617.
https://doi.org/10.1177/1094428108324514.
Deslauriers, L., McCarty, L. S., Miller, K., Callaghan, K. and Kestin, G. (2019).
Measuring actual learning versus feeling of learning in response to being
actively engaged in the classroom. Proceedings of the National Academy of
Sciences of the United States of America, 116(39), 19251–19257.
https://doi.org/10.1073/PNAS.1821936116/-/DCSUPPLEMENTAL.
Díaz-Guio, D. A., Ríos-Barrientos, E., Santillán-Roldan, P. A., Mora-Martinez, S.,
Díaz-Gómez, A. S., Martínez-Elizondo, J. A., Barrientos-Aguiñaga, A., ArroyoRomero, M. N., Ricardo-Zapata, A. and Rodríguez-Morales, A. J. (2021).
Online-synchronized clinical simulation: an efficient teaching-learning option for
the COVID-19 pandemic time and: beyond. Advances in Simulation (London,
England), 6(1). https://doi.org/10.1186/S41077-021-00183-Z.
Díaz, M. J. S. (2021). Emergency Remote Education, Family Support and the Digital
Divide in the Context of the COVID-19 Lockdown. International Journal of
Environmental Research and Public Health 2021, Vol. 18, Page 7956, 18(15),
https://doi.org/10.3390/IJERPH18157956.
Donkin, R., Askew, E. and Stevenson, H. (2019). Video feedback and e-Learning
enhances laboratory skills and engagement in medical laboratory science
students. BMC Medical Education, 19(1), 1–12. https://doi.org/10.1186/S12909-
-1745-1/FIGURES/5.
International STEM Journal, Volume 3 No.2, Dec 2022, 25-42
Ezra, O., Cohen, A., Bronshtein, A., Gabbay, H. and Baruth, O. (2021). Equity
factors during the COVID-19 pandemic: Difficulties in emergency remote
teaching (ert) through online learning. Education and Information Technologies,
(6), 7657–7681. https://doi.org/10.1007/S10639-021-10632-X.
Fadhlullah, A. and Ahmad, N. (2017). Thinking outside of the box: Determining
students’ level of critical thinking skills in teaching and learning. Asian Journal of
University Education, 13(2), 51–70. https://ir.uitm.edu.my/id/eprint/21917/.
Field, S., Kuczera, M. and Pont, B. (2007). No more failures: ten steps to equity in
education | VOCEDplus, the international tertiary education and research
database. OECD, 155. https://www.oecd.org/education/school/45179151.pdf.
García-Peñalvo, F. J. (2021). Transformación digital en las universidades:
Implicaciones de la pandemia de la COVID-19. Education in the Knowledge
Society (EKS), 22, e25465–e25465. https://doi.org/10.14201/EKS.25465.
Green, S. G., Ferrante, C. J. and Heppard, K. A. (2016). Using Open-Book Exams to
Enhance Student Learning, Performance, and Motivation. Journal of Effective
Teaching, 16(1), 19–35. https://eric.ed.gov/?id=EJ1092705.
Hamid, H. A. and Khalidi, J. R. (2020). Covid-19 and Unequal Learning. Khazanah
Research Institute.
Haritani, H., Febriani, Y., Yuliana, T. P. and Ihsan, E. A. (2019). The correlation of
undergraduate course research experience and critical thinking skills.
International Journal of Innovation, Creativity and Change, 5(6), 336–347.
Higher Education Statistics 2019. (2020).
Hodges, C., Moore, S., Lockee, B., Trust, T. and Bond, A. (2020). The Difference
between Emergency Remote Teaching and Online Learning. Educause Review.
Hu, B., Guo, H., Zhou, P. and Shi, Z. L. (2020). Characteristics of SARS-CoV-2 and
COVID-19. Nature Reviews Microbiology 2020 19:3, 19(3), 141–154.
https://doi.org/10.1038/s41579-020-00459-7.
Idris, A. N. (2021). MCMC: Malaysia’s 4G coverage up at 93.51% as at March, on
track to reach end-2021 target | The Edge Markets. The Edge Markets.
https://www.theedgemarkets.com/article/mcmc-malaysias-4g-coverage-9351-
march-track-reach-end2021-target.
Journell, W. (2007). The Inequities of the Digital Divide: Is E-Learning a Solution? ELearning and Digital Media, 4(2), 138–149.
https://doi.org/10.2304/ELEA.2007.4.2.138.
Kaliannan, M. and Chandran, S. D. (2012). Empowering Students through OutcomeBased Education (OBE): Http://Dx.Doi.Org/10.7227/RIE.87.1.4, 87(1), 50–63.
https://doi.org/10.7227/RIE.87.1.4.
International STEM Journal, Volume 3 No.2, Dec 2022, 25-42
Lai, D., Tian, Y. and Meng, D. (2014). Differences Between the Employment of
Higher Education Students from the Cities and the Countryside and the Fairness
of Higher Education. Http://Dx.Doi.Org/10.2753/CED1061-1932440101, 44(1),
–26. https://doi.org/10.2753/CED1061-1932440101.
Lateef, F. (2010). Simulation-based learning: Just like the real thing. Journal of
Emergencies, Trauma, and Shock, 3(4), 348–352. https://doi.org/10.4103/0974-
70743.
Lynch, K. and Baker, J. (2016). Equality in education: An equality of condition
perspective. Https://Doi.Org/10.1177/1477878505053298, 3(2), 131–164.
https://doi.org/10.1177/1477878505053298.
Ma, G., Black, K., Blenkinsopp, J., Charlton, H., Hookham, C., Pok, W. F., Sia, B. C.
and Alkarabsheh, O. H. M. (2021). Higher education under threat: China,
Malaysia, and the UK respond to the COVID-19 pandemic. Compare: A Journal
of Comparative and International Education, 1–17.
https://doi.org/10.1080/03057925.2021.1879479.
Marinoni, G., Van’t Land, H. and Jensen, T. (2020). The impact of COVID-19 on
higher education around the world: IAU global survey report. IAU : International
association of universities.
MCO: Tertiary students grateful for chance to return home. (2020). Malay Mail.
Meguerdichian, M. J., Bajaj, K. and Walker, K. (2021). Fundamental underpinnings
of simulation education: describing a four-component instructional design
approach to healthcare simulation fellowships. Advances in Simulation 2021 6:1,
(1), 1–8. https://doi.org/10.1186/S41077-021-00171-3.
Mohayidin, M. G., Suandi, T., Mustapha, G., Majid Konting, M., Kamaruddin, N.,
Man, A., Adam, A., Siti, and Abdullah, N. (2008). Implementation of OutcomeBased Education in Universiti Putra Malaysia: A Focus on Students’ Learning
Outcomes. International Education Studies, 1(4), p147.
https://doi.org/10.5539/IES.V1N4P147.
Nasrallah, R. (2014). Learning outcomes’ role in higher education teaching.
Education, Business and Society: Contemporary Middle Eastern Issues, 7(4),
–276. https://doi.org/10.1108/EBS-03-2014-0016.
Nuruzzaman, A. (2016). The Pedagogy of Blended Learning: A Brief Review. IRA
International Journal of Education and Multidisciplinary Studies, 4(1), 125–134.
https://doi.org/10.21013/JEMS.V4.N1.P14.
OECD. (2012). Equity and quality in education: Supporting disadvantaged students
and schools. OECD Publishing, 1–165. https://doi.org/10.1787/9789264130852-
EN.
International STEM Journal, Volume 3 No.2, Dec 2022, 25-42
Rajesh Shah, S. and Udgaonkar, U. S. (2018). Influence of Gender and Age of
Teachers on Teaching: Students Perspective. International Journal of Current
Microbiology and Applied Sciences, 7(1), 2436–2441.
https://doi.org/10.20546/ijcmas.2018.701.293.
Salmi, J. and Bassett, R. M. (2014). The equity imperative in tertiary education:
Promoting fairness and efficiency. International Review of Education, 60(3),
–377. https://doi.org/10.1007/s11159-013-9391-z.
Saravanamuttu, J. (2021). Southeast Asian Affairs 2021 (Malaysia in 2020: Political
Fragmentation, Power Plays and Shifting Coalitions). In Southeast Asian Affairs
(pp. 169–184). ISEAS-Yusof Ishak Institute.
Shana, Z. and Abulibdeh, E. S. (2020). Science practical work and its impact on
students’ science achievement. Journal of Technology and Science Education,
(2), 199–215. https://doi.org/10.3926/JOTSE.888.
Sirat, M., Ahmad, A. R. and Azman, N. (2012). University leadership in crisis: The
need for effective leadership positioning in Malaysia. Higher Education Policy,
(4), 511–529. https://doi.org/10.1057/HEP.2012.10.
Soalan Lazim (FAQ) Mengenai Perintah Kawalan Pergerakan Kementerian
Pengajian Tinggi (KPT) Bilangan 5. (2020).
Srivastava, P., Professor, A., Hopwood, N. and Fellow, R. (2009). A Practical
Iterative Framework for Qualitative Data Analysis:
Http://Dx.Doi.Org/10.1177/160940690900800107, 8(1), 76–84.
https://doi.org/10.1177/160940690900800107.
Stahre Wästberg, B., Eriksson, T., Karlsson, G., Sunnerstam, M., Axelsson, M. and
Billger, M. (2019). Design considerations for virtual laboratories: A comparative
study of two virtual laboratories for learning about gas solubility and colour
appearance. Education and Information Technologies, 24(3), 2059–2080.
https://doi.org/10.1007/S10639-018-09857-0.
Stake, R. E. (2013). Multiple Case Study Analysis. Guilford Press.
Torrisi-Steele, G. and Drew, S. (2013). The literature landscape of blended learning
in higher education: the need for better understanding of academic blended
practice. Http://Dx.Doi.Org/10.1080/1360144X.2013.786720, 18(4), 371–383.
https://doi.org/10.1080/1360144X.2013.786720.
Wan, C. D. (2019). The Universities and University Colleges Act in Malaysia: History,
contexts and development. Kajian Malaysia, 37(2), 1–20.
https://doi.org/10.21315/km2019.37.2.1.
International STEM Journal, Volume 3 No.2, Dec 2022, 25-42
Williams, J. B. and Wong, A. (2009). The efficacy of final examinations: A
comparative study of closed-book, invigilated exams and open-book, open-web
exams. British Journal of Educational Technology, 40(2), 227–236.
https://doi.org/10.1111/J.1467-8535.2008.00929.X.
Yap, W. H., Teoh, M. L., Tang, Y. Q. and Goh, B. H. (2021). Exploring the use of
virtual laboratory simulations before, during, and post COVID-19 recovery
phase: An Animal Biotechnology case study. Biochemistry and Molecular
Biology Education, 49(5), 685–691. https://doi.org/10.1002/BMB.21562.
Yousefi, M., Abdollahzadeh, M. and Moossavi, S. (2020). Equity in science
education and disseminations: lessons learned during COVID-19 pandemics.
Authorea Preprints. https://doi.org/10.22541/AU.159363375.57325180.
Zeng, G., Chen, X., Cheung, H. Y. and Peng, K. (2019). Teachers’ growth mindset
and work engagement in the Chinese educational context: Well-being and
perseverance of effort as mediators. Frontiers in Psychology, 10(MAR), 839.
