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A Comprehensive Study of Students’ Challenges and Perceptions of Emergency Remote Education During the Early COVID-19 Pandemic: A Systematic Literature Review

Author

Listed:
  • Irdina Farzana Ahmad Shazli
  • Noor Hidayah Che Lah
  • Mashitoh Hashim
  • Ramlah Mailok
  • Aslina Saad
  • Suraya Hamid

Abstract

Since year 2020, researchers have conducted research on challenges and perceptions of emergency remote teaching and learning (ERTL) during the COVID-19 pandemic on students. Many studies were conducted on the effectiveness of online learning, but there is a lack of studies on ERTL where online learning differs from ERTL. Thus, this study aims to identify the challenges and perceptions of students on ERTL during the early COVID-19. The methodology employed in this study are systematic literature review which used Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA), synthesis analysis and quality appraisal to review 51 selected articles. These articles are from two publishers (ScienceDirect and IEEE) and two databases (ERIC and Scopus). This study revealed that students experienced four types of challenges during the early period of ERTL namely technological, pedagogical, personal, and social issues. However, students have positive perceptions toward ERTL to pursue their studies during the difficult period. This study highlighted the students’ challenges and perceptions of ERTL during the COVID-19 pandemic in higher education. It is believed that this study will help future researchers to develop a strategic ERTL specifically for implementation during any crises in the future.

Suggested Citation

  • Irdina Farzana Ahmad Shazli & Noor Hidayah Che Lah & Mashitoh Hashim & Ramlah Mailok & Aslina Saad & Suraya Hamid, 2023. "A Comprehensive Study of Students’ Challenges and Perceptions of Emergency Remote Education During the Early COVID-19 Pandemic: A Systematic Literature Review," SAGE Open, , vol. 13(4), pages 21582440231, December.
    • Handle: RePEc:sae:sagope:v:13:y:2023:i:4:p:21582440231219152
    DOI: 10.1177/21582440231219152
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    References listed on IDEAS

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