Readiness, Perception, and Challenges in Online Practical Biology Learning: Insights from Undergraduate Distance Learners.
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| Title: | Readiness, Perception, and Challenges in Online Practical Biology Learning: Insights from Undergraduate Distance Learners. |
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| Authors: | Al-Smadi, Omar Ali1 o.smadi@usm.my, Hurzaid, Amirah2 amirahhurzaid@usm.my, Alkasirah, Nurul Azni Mhd3 nurulazni31@gmail.com, Omar, Mohammad Tasyriq Che2 mtasyriq@usm.my |
| Source: | International Journal of Instruction. Jan2026, Vol. 19 Issue 1, p477-494. 18p. |
| Subject Terms: | *Learning readiness, *Digital literacy, *Biology education, *Blended learning, *Teaching methods, *Online education, *Distance education students, *Learning problems |
| Abstract: | This study investigates students' readiness, perception, and challenges in an online practical biology course. Using a quantitative survey research design, data were collected from 107 undergraduate distance learners enrolled in an online practical biology course at a Malaysian university. Data were analysed using descriptive statistical methods—including means, frequencies, and percentages. Results show a moderate-to-high level of readiness, with strengths in digital literacy and accessibility, but limitations in hands-on engagement and self-regulation. The study found that students reported high levels of enjoyment in learning online, satisfaction with lecturer interaction, and confidence in analysing data. However, they expressed only moderate understanding of experimental procedures, low motivation to learn, and moderate suitability of the home environment for learning. These results highlight digital strengths in content engagement and instructor support, but also reveal key challenges in procedural learning, motivation, and learning conditions. However, challenges such as technological disparities, cognitive load management, and limited procedural fluency suggest a need for blended learning approaches that integrate virtual and physical laboratory experiences. These results highlight the importance of adaptive digital scaffolding, enhanced instructional strategies, and institutional support for digital accessibility to improve the effectiveness of online practical biology education. [ABSTRACT FROM AUTHOR] |
| Copyright of International Journal of Instruction is the property of International Journal of Instruction and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 190499319 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Readiness, Perception, and Challenges in Online Practical Biology Learning: Insights from Undergraduate Distance Learners. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Al-Smadi%2C+Omar+Ali%22">Al-Smadi, Omar Ali</searchLink><relatesTo>1</relatesTo><i> o.smadi@usm.my</i><br /><searchLink fieldCode="AR" term="%22Hurzaid%2C+Amirah%22">Hurzaid, Amirah</searchLink><relatesTo>2</relatesTo><i> amirahhurzaid@usm.my</i><br /><searchLink fieldCode="AR" term="%22Alkasirah%2C+Nurul+Azni+Mhd%22">Alkasirah, Nurul Azni Mhd</searchLink><relatesTo>3</relatesTo><i> nurulazni31@gmail.com</i><br /><searchLink fieldCode="AR" term="%22Omar%2C+Mohammad+Tasyriq+Che%22">Omar, Mohammad Tasyriq Che</searchLink><relatesTo>2</relatesTo><i> mtasyriq@usm.my</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Instruction%22">International Journal of Instruction</searchLink>. Jan2026, Vol. 19 Issue 1, p477-494. 18p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Learning+readiness%22">Learning readiness</searchLink><br />*<searchLink fieldCode="DE" term="%22Digital+literacy%22">Digital literacy</searchLink><br />*<searchLink fieldCode="DE" term="%22Biology+education%22">Biology education</searchLink><br />*<searchLink fieldCode="DE" term="%22Blended+learning%22">Blended learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br />*<searchLink fieldCode="DE" term="%22Online+education%22">Online education</searchLink><br />*<searchLink fieldCode="DE" term="%22Distance+education+students%22">Distance education students</searchLink><br />*<searchLink fieldCode="DE" term="%22Learning+problems%22">Learning problems</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This study investigates students' readiness, perception, and challenges in an online practical biology course. Using a quantitative survey research design, data were collected from 107 undergraduate distance learners enrolled in an online practical biology course at a Malaysian university. Data were analysed using descriptive statistical methods—including means, frequencies, and percentages. Results show a moderate-to-high level of readiness, with strengths in digital literacy and accessibility, but limitations in hands-on engagement and self-regulation. The study found that students reported high levels of enjoyment in learning online, satisfaction with lecturer interaction, and confidence in analysing data. However, they expressed only moderate understanding of experimental procedures, low motivation to learn, and moderate suitability of the home environment for learning. These results highlight digital strengths in content engagement and instructor support, but also reveal key challenges in procedural learning, motivation, and learning conditions. However, challenges such as technological disparities, cognitive load management, and limited procedural fluency suggest a need for blended learning approaches that integrate virtual and physical laboratory experiences. These results highlight the importance of adaptive digital scaffolding, enhanced instructional strategies, and institutional support for digital accessibility to improve the effectiveness of online practical biology education. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of International Journal of Instruction is the property of International Journal of Instruction and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.29333/iji.2026.19124a Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 18 StartPage: 477 Subjects: – SubjectFull: Learning readiness Type: general – SubjectFull: Digital literacy Type: general – SubjectFull: Biology education Type: general – SubjectFull: Blended learning Type: general – SubjectFull: Teaching methods Type: general – SubjectFull: Online education Type: general – SubjectFull: Distance education students Type: general – SubjectFull: Learning problems Type: general Titles: – TitleFull: Readiness, Perception, and Challenges in Online Practical Biology Learning: Insights from Undergraduate Distance Learners. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Al-Smadi, Omar Ali – PersonEntity: Name: NameFull: Hurzaid, Amirah – PersonEntity: Name: NameFull: Alkasirah, Nurul Azni Mhd – PersonEntity: Name: NameFull: Omar, Mohammad Tasyriq Che IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: Jan2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 1694609X Numbering: – Type: volume Value: 19 – Type: issue Value: 1 Titles: – TitleFull: International Journal of Instruction Type: main |
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