THE IMPACT OF ONLINE LEARNING ON EDUCATION SYSTEM

Area 2: Listening Skill

Impact 1: Students are unable to concentrate.
Source: https://www.nature.com/articles/s41928-020-00534-0
Concentration in class is very important for students. Because what the teacher
teaches may be used in the future. In 2020, students are forced to take online classes to
continue their studies. Students may face different situations during online classes that
prevent them from concentrating on the class. For example, during online classes, the mobile
phone is by my side. This will prevent students from concentrating in class and playing
mobile phones on the side-lines. In addition, younger students are more active, and they
cannot concentrate on one place for too long. More often, they need to stay away from their
parents and be disciplined by teachers at school.

Impact 2: Distractions and information overload

Source: https://www.weforum.org/agenda/2020/04/coronavirus-education-
global-covid19-online-digital-learning/

Listening is the ability to accurately receive and interpret messages in the

communication process. Then, the impact of distractions and information overload on
listening skills. Online learning is required self-discipline such as if a student feels that they
are not receiving proper instruction, they may not have enough self-discipline to fully
participate in the lesson. Then, this will cause them to fail to keep up with their studies.
Online learning for children, especially younger children who can be easily distracted by
online classes. The way to solve that problem parents should pay more attention to the
children’s performance in online class.
Area 7: Organizational communication
Impact 1: Changes in learning outcomes
Source: https://www.nature.com/articles/s41928-020-00534-0
Online classes are different from traditional classes. Teachers can give students
information directly in class, while online class teachers can only use specific apps to teach
and give homework to students. In addition, there must be interaction between teachers and
students in traditional classes. On the contrary, when the teacher calls a student to answer the
question during the online class, the student may not answer the teacher's question because
the student went to sleep without seeing the online class. This situation seems very boring.
Therefore, teachers can use other methods to raise students' interest in online classes. For
example, teachers will use Zoom, Google Meet, Google Classroom and Quizziz to conduct
lessons and engage students.

Impact 2: The problem of two-way communication

Source:
https://www.researchgate.net/publication/343229234_The_impact_of_online_le
arning_during_COVID-19_students'_and_teachers'_perspective

Face-to-face classroom setting can provide immediate feedback to students about the
quality of lesson, delivery, and experience. Face-to-face classes a teacher can observe
student’s body language and these non-verbal cues helps the teacher to immediately make
adjustment in their teaching approach to best suit the needs of the students. It seems that face-
to-face classes is better than online classes. In addition, face-to-face classes allow the direct
communication between teachers and students. This can help to improve the whole education
system.
Area 9: Technology & New media Communication
Impact 1: Technical problem
Source: https://www.weforum.org/agenda/2020/04/coronavirus-education-
global-covid19-online-digital-learning/

By technology and new media communication, some of the students do not have
reliable internet access and technology struggle to participate in online learning. So that,
student will face digital literacy and technical problem such as they must learn through an
online system requires understanding the workings of multiple software, which presents a
huge learning curve. Nowadays, a bigger problem is the constant technical problems faced by
teachers and students on these platforms. These problems often require technical support to
resolve, resulting in frequent interruptions to the learning process.

Impact 2: Outdated technology

Source: https://www.nst.com.my/opinion/letters/2021/04/683668/online-
learning-here-stay
First, digital access relies on the availability of reliable Internet access. In the
Organisation for Economic Co-operation and Development, a club of mostly rich countries, a
digital gap was predominantly seen across countries and between income brackets within
countries. Last year, we saw a student in Sabah climbing a tree just to get Internet connection
so that she could sit an online examination.

An Education Ministry survey last year revealed that 40 per cent of about 900,000
students affected by school closures could not follow lessons as they did not have cell phones
and home Internet with unlimited data.

Secondly, many institutions are not equipped with adequate information technology
(IT) facilities to conduct assessments. Additionally, there is a lack of IT knowledge and
training among educators. This causes bad communication between educators and the
students. For example, lecturer might face some problem in connecting to internet or problem
in the computer such as why is the camera/mic are not working.
Area 11: Public Speaking
Impact 1: Speech Anxiety
Source: https://www.frontiersin.org/articles/10.3389/fcomm.2021.642109/full
Research has demonstrated that speech anxiety is often present in communication
classrooms, especially in those with a focus on public speaking and or presentation. Much
intentional work has been done over the years in face-to-face, hybrid and online
communication courses to enable students to effectively manage their speech anxiety. Then,
COVID-19 came along, and things changed. To keep the campus safe and save the spring
semester, everyone moved to online learning. Many instructors and students were
experiencing online education for the first time, and that is where the anxiety exploded. Stress
levels were increasing between the uncertainty of a global pandemic, the uncharted territory
of a mid-term shift to a fully online education, and the unknown impact this would have on
our education system. With public speaking and presentations taking on new meaning
through Zoom meetings and webcams, our presentation anxiety is undoubtedly increasing as
well. While reflecting on past academic research, considering where we are now and looking
to the future, we are compiling a list of best practices to help students manage their
presentation anxiety effectively and with competence and confidence.

Impact 2: Challenges for teaching public speaking

Source: https://journals.sagepub.com/doi/full/10.1177/21582440221079811
Students learn how to craft their speeches with a clear message that is tailored to their
audience. Through practice, they develop the confidence to deliver the speech in front of
others. Feedback from peers and instructors helps them identify strengths and areas for
improvement. This feedback is essential to improving public speaking skills and is an
important aspect of the learning process. However, the move to online learning has presented
challenges for teaching public speaking. In a virtual classroom, it can be difficult to replicate
the experience of delivering a speech in front of a live audience. Instructors had to adapt their
teaching methods to make virtual public speaking more engaging and interactive.