Exploring students’ online learning experiences a case study of myanmar during the challenging time

VIETNAM NATIONAL UNIVERSITY, HANOI VIETNAM JAPAN UNIVERSITY THANDAR AUNG EXPLORING STUDENTS’ ONLINE LEARNING EXPERIENCES: A CASE STUDY OF MYANMAR DURING THE CHALLENGING TIME MASTER'S THESIS VIETNAM NATIONAL UNIVERSITY, HANOI VIETNAM JAPAN UNIVERSITY THANDAR AUNG EXPLORING STUDENTS’ ONLINE LEARNING EXPERIENCES: A CASE STUDY OF MYANMAR DURING THE CHALLENGING TIME MAJOR: GLOBAL LEADERSHIP CODE: 8310210.01QTD RESEARCH SUPERVISORS: Prof Dr YASUSHI KATSUMA Prof Dr NGUYEN TUAN ANH Hanoi, 2022 ii Statement of commitment With personal honor, I guarantee that this study’s result is my own and it does not violate the regulation on prevention of plagiarism in academic and scientific research activities at Vietnam Japan University (Issued together with Decision No 700/QĐ-ĐHVN dated 30/9/2021 by the Rector of Vietnam Japan University) This study is submitted in the fulfillment of requirement for the master’s degree in Global Leadership Signature: Thandar Aung Date: September- 2022 iii ACKNOWLEDGEMENTS This study could not have been completed without the contribution of numerous people’s different kinds of support I would like to appreciate those who supported and helped me in many ways to accomplish this thesis paper First and foremost, I would like to express my grateful thanks to my supervisors Prof Dr Katsuma Yasushi and Prof Dr Nguyen Tuan Anh for their helpful suggestions, guidance and supervision I wish to extend special thanks to Dr Ryu Jung Hyun for her encouragement, insightful comments, and inspiration throughout the two-year period of my master’s degree Moreover, I would like to convey my gratitude to the Japan ASEAN Integration Fund (JAIF) organization for the full scholarship and MGL family for their continuous assistance during my time at VJU Besides, I wish to express my great gratitude to responsible persons of the National University of the Union of Myanmar (NUUM) and Spring University Myanmar (SUM) for allowing me to collect data for my thesis I am also eternally grateful to all participants in both surveys and interview processes Last but not least, none of my efforts would have been possible without my family’s and friends’ unconditional love, endless support and encouragement All in one, I would like to extend my warmest thanks to all the people who have supported me throughout my academic years iv ABSTRACT Students in Myanmar are struggling to access continuing education due to the impacts of the Covid-19 pandemic and military coup Since 2020, education has changed dramatically with significant growth of online learning institutions due to the Covid-19 pandemic Moreover, the declaration of national emergency after the military coup in February 2021 has forced Myanmar people to expand online learning platforms for continuous education In this regard, it is necessary to investigate the actual status of online education during a crisis in Myanmar Therefore, this study was carried out to investigate students’ online learning experiences in two online education institutions called the National University of the Union of Myanmar (NUUM) and the Spring University Myanmar (SUM) In this case, this study explored students’ online learning challenges, motivation as well as satisfaction with online learning Furthermore, this study also evaluated the appropriate solutions to challenges and ways to enhance online learning development This study was provided as descriptive and exploratory research through a mixed method analysis according to the findings, internet connection and electricity problems could be regarded as the main challenges for online learning in Myanmar However, students have a high level of motivation to continue their online courses, as well as they, are satisfied with the current online learning environment In regard to proper ways, alternating controversial thinking towards modern online education could be an essential way to education development in Myanmar Additionally, education institutions should emphasize the quality of online courses for online education sustainability in Myanmar Last but not least, policymakers should investigate the ground situation of the online learning environment and implement appropriate policies under the current situation in Myanmar Accordingly, it is necessary to implement rules and regulations for online education development in Myanmar following the current situation analysis Keywords: Online learning, Students’ experiences, Challenges, Motivation, Satisfaction v TABLE OF CONTENTS LIST OF TABLES ……………….…………………………………………………… i LIST OF FIGURES …………………………….……….………………………………ii LIST OF ABBREVIATIONS …………….…………………………………………….iii CHAPTER 1: INTRODUCTION …………………………………………….……… 1.1 Background of Study …………………………………………………….……………1 1.2 Problem Statement …………………………………………………………………… 1.3 Scope of the Study ………………………………………….…………………………5 CHAPTER 2: LITERATURE REVIEW …………………….……………………… 2.1 Online Learning …………………………………………….…………………………8 2.2 Online Learning Challenges ………………………………………………………… 2.3 Students’ motivation in online learning ……………………………….…………… 11 2.4 Students’ satisfaction with online learning ………………………………………… 12 2.5 Online education environment in Myanmar …………………………………………13 2.6 Online education development ………………………………………………………14 CHAPTER 3: RESEARCH DESIGN AND METHODOLOGY….…………………15 3.1 Research Design …………………………………………………… ………………15 3.1.1 Conceptual Framework …………………………………………………………….15 3.1.2 Research Questions ……………………………………………… ………………15 3.1.3 Research Objectives ……………………………………………………………….16 3.1.4 Significance of Study ……………………………………… …………………….16 3.1.5 Analytical Framework …………………………………………………………… 17 3.1.6 Expected Research Findings ……………………………….………………………18 3.2 Methodology ……………………………………………… ……………………… 19 CHAPTER 4: FINDINGS AND DISCUSSION.……………… …………………….25 4.1 General Characteristics of the Respondents ……………… ……………………… 25 4.2 Online Learning Challenges ……………………………… ……………………….30 4.3 Students’ motivation in online learning ……………………………….……………36 4.4 Students satisfaction with online learning ………………… ………………………42 4.5 The Role of NUUM/SUM in Myanmar’s Online Education ……………………… 45 4.6 Possible solutions and Proper ways …………………………….…………………….47 CHAPTER 5: CONCLUSIONS AND RECOMMENDATIONS ……….………… 54 5.1 Summary of key findings ………………………………………….…………………54 5.1.1 Online Learning Experiences ………………………………………………………54 5.1.2 Student satisfaction with online learning ……….…………………………………56 5.1.3 Possible solutions and Proper ways ……….……………………………………….56 vi 5.2 Conclusions ………………………………………………………………………….57 5.3 Recommendation for the further research …………… …………………………….58 REFERENCES ……………………………… ……………………………………… 60 Appendix Survey Questionnaire in English ….……………………………………….67 Appendix Interview Guide in English and Burmese …….… ……………………… 71 vii LIST OF TABLES Table 3.1 The Analytical Framework Developed By The Author Based On The Constructivist Learning Theory And Previous Literature 18 Table 4.1 Respondents’ Age 26 Table 4.2 Respondents’ Online Courses 27 Table 4.3 Respondents’ Current Residential Location 30 Table 4.4 Respondents’ Motivation Level In Online Learning 41 Table 4.5 Respondents’ Satisfaction Level With Online Learning 44 i LIST OF FIGURES Figure 1.1 The Typology Of The Problem Statement Figure 3.1 Conceptual Framework Of The Study 15 Figure 4.1 Respondents’ Gender 25 Figure 4.2 Respondents’ Online Education Institutions 26 Figure 4.3 Respondents’ Online Courses 28 Figure 4.4 Respondents’ Online Learning Challenges 31 Figure 4.5 Respondents’ Motivated Factors 36 Figure 4.6 Respondents’ Demotivated Factors 39 Figure 4.7 The Respondents’ Rating On Motivation Level 41 Figure 4.8 Respondents’ Rating On Their Satisfaction Level 45 ii LIST OF ABBREVIATIONS UNESCO: UNICEF: IAU: ESN: SAC: NUG: CDM: SUM: NUUM: BACI: MOE: United Nations Educational, Scientific and Cultural Organization United Nations International Children’s Emergency Fund International Association of Universities Erasmus Student Network State Administrative Council National Unity Government Civil Disobedience Movement Spring University Myanmar National University of the Union of Myanmar Burmese American Community Institute The Ministry of Education iii actors’ perspectives on the current online learning environment Subsequently, those findings from the analysis should be reached out to policymakers to push for better solutions Moreover, education institutions should offer more qualified courses while online learning is the most reachable way to deliver education in the current situation The institutions should offer diploma or degree programs along with practice sessions to contribute to students' online learning experiences and sustainable development Importantly, both local and international stakeholders should collaborate to provide inclusive online education in Myanmar 5.2 Conclusions This study explored Myanmar students’ online learning experiences during a challenging time In the current situation, Myanmar students are struggling to continue their education due to the impacts of Covid-19 pandemic and military coup In this case, online education became an appropriate pathway for continuing education in Myanmar Therefore, this study investigated students’ online learning challenges and their motivation during a crisis In this regard, online learning is becoming a significant part of a student's life in Myanmar Therefore, this study also explored student satisfaction with online learning and the appropriate ways to improve online education It seems like online learning has proved to be the marvelous route to continue education when face-to-face education is facing a tough situation in Myanmar It could be claimed that this paper highlighted the actual status of students’ online learning experiences Moreover, this study was provided as descriptive and exploratory research through a mixed method analysis with the case study of NUUM and SUM This study applied both online surveys and in-depth interviews to answer the research questions According to the results of data analysis, internet connection problems and electricity issues could be regarded as the main challenges for students in online learning Additionally, security concerns are raised among online education participants due to the impacts of the current crisis As survey and interview participants responded, the majority of participants have a 57 high level of motivation in online learning regardless of various challenges Furthermore, most students agreed on their satisfaction with online learning experiences Additionally, this study explored possible solutions and appropriate pathways for online education development regarding the current status and key actors’ perspectives In accordance with data analysis, fostering inclusive and quality education in online learning must be a priority for online education’s sustainability in Myanmar Therefore, education institutions should provide intensive degree programs with practice events as well as international collaborations for tremendous opportunities Moreover, policymakers should analyze the ground situation of online learning institutes and key actors to provide appropriate policies for not only interim education plans but also for life-long learning As importantly, it is necessary to change Myanmar society’s controversial thoughts on the education sector The findings obviously showed that continuous education for Myanmar students is caught between Covid-19 pandemic, the third coup d’état in 2021 and conflicts across the country In this current situation, the community must perceive the education beyond schools to install student motivated learning by encouraging youth-led education institutions Lat but not least, it could be claimed that the current situation is the best time to revolve the route learning system with controversial ideas while online learning became a popular pathway especially for youngsters To conclude, the collaboration among key actors in online education plays a crucial role in Myanmar’s education development 5.3 Recommendations for the further research This study explored students’ challenges, motivation and satisfaction with online learning in Myanmar This study mainly focused on one of the key actors, students’ perspectives with the responsible persons of education institutions’ discussions on current online education status Moreover, this study analyzed students from only two institutions which offer online courses currently Therefore, future researchers should investigate different perspectives of other key stakeholders (governmental education staff, administrative teams, instructors, etc) and different education institutions (public and 58 private universities) Besides, future researchers can conduct the study to deeply understand current policy affairs in the online learning environment in Myanmar As the next step, future researchers can provide policy recommendations to implement more 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Have you taken online courses during the Covid-19 and after the coup? o YES o NO Which institution’s online classes or did you attend? o NUUM o SUM o Both Please write online courses you've completed or currently taking at NUUM/SUM ? II Online learning experiences Select the challenges you have faced in online classes? o Time Management 65 o Feeling isolated o Lack of social interaction o Using new technological tools o Lack of timely feedback o Confusing instruction o Difficulty submitting assignments o Connecting with course responsible persons o Communicating with instructor o Collaboration with peers o Internet problems o Electricity problems o Other o None of the Above Select the motivational factors you have obtained regarding online classes? o To gain new knowledge o Believe education is essential o Enjoy using digital tools for learning o Self-determination / self-commitment o To create unique accomplishments o To experience stimulation in education o Receive learning facilities from family or school (Eg Wi-Fi / study room) o In order to get a more prestigious job later on o Other Select the amotivation(demotivated circumstances) factors you have obtained regarding online classes? o electricity problem o problematic internet connection o frustration in technology 66 o feel like I am wasting my time o Other 10 Please rate your overall motivated level to attend online classes during the crisis? 11 Please select the level of your satisfaction in the following factors In class, the assignments from the instructor were clearly accessible to me Instructor The instructor gives your assignments’ feedback and evaluation in a regular and timely manner I feel that I am part of the class regarding the instructor's encouragement I am satisfied with the reachable and convenient of the instructor Technology I am satisfied with in participating online discussions and forums I am satisfied with using communication tools for the course inquiry I am satisfied with how I am able to check and follow the course’s syllabus/ curriculum I am satisfied with downloading learning materials online Course Setup I am satisfied with the timetable of the class (e.g., attendance of the course) I am satisfied with the time and resources flexibility of the course I am satisfied with the independent learning related to online courses I am satisfied with the course’s working projects 67 Interactivity I am satisfied with the level of communication among key actors of online courses (students, teachers, institutional staff, ) I am satisfied with the group activities of the course I am satisfied with the expression level of my own ideas and thinking with classmates I am satisfied with the level of comfort in online learning I am satisfied with the level of attempt in the online courses Outcomes I am satisfied with my active participation in the online courses I am satisfied with my grade/assessment/mark in the online courses I am satisfied with the output I am able to apply from what I learned in the online courses Overall satisfaction Overall, I am satisfied with my online learning experiences Source: Bolliger and Halupa (2012), Bolliger and Martindale (2004) 68 Appendix 2: Interview Guide Categories Questions Challenges What challenges students face with the online courses due to the Covid-19 and military coup? ၁။ အခ& online classes ေတွတက်ေနရတာနဲ ့ ပတ်သက်3ပီး ဘယ်လအ ိ& ဆက်အခဲေတွ ;ကံ=ရလဲ ? What challenges students face regarding instructors/technology/course design/interactivity/communication in online learning? ၂။ instructors/ technology/ course /interaction/ communication (အထ@းသြဖင့် covid & coup ေ;ကာင့် ) Motivation What factors might students be motivated with the online courses during the crisis? ၃။ ဒီလိ& လက်Gိအ H ေြခအေနမHာ ဘယ်အေ;ကာင်းအရာေတွေ;ကာင့် online learning လ&ပ်ဖိ& motivation ရတာလဲ? ့ What factors might students be demotivated with the online courses during the crisis? Why? ၄။ ဘယ်အေ;ကာင်းအရာေတွေ;ကာင့် online learning လ&ပ်ဖိ& ့ motivation မရတာလဲ ? ရပ်ပစ်လက ိ& ခ ် ျင်တဲ့ အချိနေ ် တွGိလ H ား ? ဘာေ;ကာင်လ ့ ဲ? How can motivate students to continue online education? 69 ၅။ motivation ရေအာင် ေကျာင်းသားတစ်ေယာက် အေနနဲ ့ or respondents အေနနဲ ့ ဘယ်လိ& လ&ပ်သင်တ ့ ယ် လိထင် & ့ လဲ ? ေကျာင်းကဆိရ & င် ဘယ်လိ& facilities ေတွေပးသင်တ ိ& ့ လဲ ? ့ ယ်လထင် Satisfaction Satisfied factors regarding online education? Why? ၆။ online education experiences ေတွထက ဲ မH ကိယ & ် အားရေကျနပ် (satisfaction) ြဖစ်ေစတဲအ ့ ချက်? Dissatisfied factors regarding online education? Why? ၇။ online education experiences ေတွထက ဲ မH ကိယ & ် အားရေကျနပ် မQ မြဖစ်ေစတဲ့ အချက်? ဘာလိ& ?့ Proper Please describe if you have possible solutions for the challenges ways mentioned above ၈။ challenge ေတွကိ& ေြဖGHငး် ေကျာ်လာS းTိင & မ ် ယ့် နည်းလမ်းေတွ က ဘာေတွလဲ ? ဘာေ;ကာင်လ ့ ?ဲ Different positions In which ways Myanmar students’ motivation and satisfaction with online education will be improved? ၉။ ေကျာင်းသားေတွ motivation ရေအာင် / satisfaction ြဖစ်ေအာင် အဓိက လ&ပ်ေဆာင်ရမယ့် အချက် ? 10 What are the main factors to improve online education in Myanmar? 70 ၁၀။ online education ကိ& အဆင်ြ့ မZင်တ က် ဘယ်အရာက အေရး[ကီးဆံး& လိ& ့ ့ င်ဖိ&အတွ ့ ထင်လဲ ? ဘာေ;ကာင်လ ့ ဲ 71