






































citation


AsiaCALL Online Journal Received: 20/10/2021 

ISSN 1936-9859; https://asiacall.info/acoj Revision: 26/02/2022 

Vol. 13, No. 2, 2022  Accepted: 09/03/2022 

pp. 1-20  Online: 13/03/2022 

 

CITATION | Tran, T. P., & Nguyen, T. T. A. (2022). Online education at Saigon University during the COVID-19 

pandemic: A survey on non-English major college students’ attitudes towards learning English. AsiaCALL Online 

Journal, 13(2), 1-20. DOI: https://doi.org/10.54855/acoj.221321 

Online education at Saigon University during the COVID-19 pandemic: A survey 

on non-English major college students’ attitudes towards learning English  

Tran The Phi1*, Nguyen Trinh To Anh2 

 

1 Department of Foreign Languages, Saigon University, Vietnam 
2 Department of Foreign Languages, Saigon University, Vietnam 
*Correspondence: Tran The Phi, Saigon University, Vietnam. E-mail: tranthephi@sgu.edu.vn 
*      https://orcid.org/0000-0001-6608-5594 

       https://doi.org/10.54855/acoj.221321 

 

Abstract 

The outbreak of Covid-19 has forced educational institutions to initiate online teaching to 

maintain the process of student learning at all levels. This paper focuses on online education 

at Saigon University, during which the local government has been mandating social 

distancing in most of the regions. This paper aims to investigate the students' attitudes 

towards using online learning tools, which are comprised of learning management systems 

(Moodle and digital support for core materials) via virtual classrooms (Google meet). A 

survey questionnaire was designed to evaluate attitudes towards using the above online 

teaching and learning package from 222 non-English major undergraduates who took part in 

General English courses at Saigon University in July 2021. The results indicate that a 

majority of students show favorable attitudes towards online education; in the meantime, 

health and social issues also concern their learning process. Some recommendations are also 

offered for improving the efficiency of the online education process at Saigon University. 

Since the study focused on non-English major college students, it is hoped to have particular 

relevance to other institutions of higher education.  

Keywords: Online education, non-English major college students, attitudes, learning 

management systems, higher education, Saigon University 

 

 

1. Introduction 

The outbreak of coronavirus disease (Covid-19) and its rapid spread into a worldwide 

pandemic has greatly affected people in any job field. There existed a substantial 

infrastructure for online education in many countries before the pandemic (Mishra et al., 

2020). However, no university was ready for a complete shift to online education. Students 

missed the help they received from their peers in classrooms and laboratories and access to 

the library (Patricia, 2020). Nevertheless, students felt that online education helped them to 

continue their studies during the pandemic (Mishra et al., 2020). Universities were now using 

innovative strategies to ensure continuity of education for their students (Zhu & Liu, 2020). 

https://doi.org/10.54855/acoj.221321
https://orcid.org/0000-0001-6608-5594
https://doi.org/10.54855/acoj.221321


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The government has strongly supported the use of information technology (IT) in schools and 

universities through initiatives ranging from primary schools to higher education that has 

encouraged the acquisition of laptop computers for students and teachers under favorable 

conditions and secured broadband connections in all public establishments. Lecturers are now 

delivering course content through various platforms. They were using online educational 

platforms, videoconferencing software, and social media to teach their courses (Patricia, 

2020). Online educational platforms, like Google Classroom and Blackboard, allow lecturers 

to share notes and multimedia resources related to their courses with students. The online 

educational platforms also allow students to turn in their assignments and teachers to keep 

track of the progress of the students. Videoconferencing tools, like Google Meet, Zoom, and 

Microsoft Teams, help in organizing online lectures and discussion sessions. Some 

universities are also disseminating course material through their websites and their own 

learning management system (Mishra et al., 2020). Moodle can be considered an open-source 

platform that 'educators can use to create effective online learning sites' (Moodle, n.d.).  

In order to deal with the outbreak, Ho Chi Minh City authorities have imposed social 

distancing measures since the end of May 2021 due to a dramatic rise in the number of 

infection cases. At Saigon University (SGU), the summer semester from mid-June to August 

2021 was taught online, using online educational platforms including Moodle, E-zone for 

textbooks, and video conferencing tools, namely Google Meets.  

However, students were able to encounter some challenges or difficulties when learning 

online English classes in SGU. According to Octaberlina and Muslimin's findings (2020), 

students faced three difficulties during online learning: unfamiliarity with e-learning, slow 

internet connection, and physical condition, such as eye strain. Similarly, students believed 

that online education was difficult and had a negative impact on their health and social lives 

(Chakraborty et al., 2020). Accordingly, when the implementation of online learning was too 

urgent, and there was not sufficient training, non-English major students of SGU might have 

more concerns and unfavorable attitudes toward online educational platforms when taking 

part in English classes.  

Research Questions  

Considering the present situation and previous research, our study intends to uncover the EFL 

students' attitudes and the challenges towards the implementation of English online education. 

To fulfill the purpose of the study, the survey sought to answer the following research 

questions:  

1. What are non-English major learners' attitudes toward online education in SGU in 

terms of content delivery, interaction, and testing and assessment? 

2. What are their difficulties or challenges when taking part in online education in SGU? 

 

 



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2. Literature review 

The Covid-19 pandemic has forced various educational institutes and schools to suddenly 

modify their workflow strategies and adopt new technologies. In most cases, these 

organizations did not get enough time to reflect upon how the new strategies and the 

corresponded technology should be introduced and integrated into their existing setup (Carroll 

& Conboy, 2020). Bao (2020) described how universities were moving from classroom-based 

education to online education because of the raging pandemic.  

In particular, blended learning is regarded as an innovative way of teaching and learning 

English in which teaching and learning activities have been completely supported by 

information technology (David, 2014). Siirak (2008) argues that blended learning with 

computer-based learning in the Moodle E-learning environment, based on social constructivist 

learning theory, is an effective tool for teaching and learning in the occupational health and 

safety discipline. In fact, using Moodle in teaching develops learners' communicative skills in 

language and requires social interaction between the teacher and students and among the 

students themselves (Al-Ani, 2013). A large number of studies on using Moodle in teaching 

and learning English were implemented in the past few years (Brandle, 2005; Irina & Laura, 

2007; Stewart, 2007; Al-Ani, 2013; Tang, 2013); however, there has been little research on 

using Moodle in teaching translation modules thus far. 

For those reasons, researchers have tried to understand the viewpoint of students on online 

education during the COVID-19 pandemic using empirical studies in India (Mishra et al., 

2020) and the USA (Patricia, 2020). Students in this research had good opinions regarding 

online English learning using the LMS Moodle, despite it being their first time using Moodle. 

Overall, one survey conducted by Carvalho et al. (2011) revealed that students appeared to 

value the contribution of an LMS to their learning, seeing it as a supplement rather than a 

replacement for traditional classroom activities. 

Another study (Cinkara & Bagceci, 2013) investigated learners who took part in the online 

course using Moodle at a state university in south-eastern Turkey indicated a relatively 

positive attitude toward the course in accordance with the learners' scores from the uniquely-

designed Online Language Learning Attitude Test (OLLAT). This study pointed out how the 

differences of male and female learners and their self-perception of computer literacy skills 

impacted their learning attitudes.   

Sinaga and Pustika (2021) explored the attitude of SMK Yadika Bandar Lampung students in 

Turkey towards learning an English subject via Moodle, considering the characteristics of 

their thoughts, feelings, and behavior. It was a nice result that students showed a positive 

attitude to implement Moodle as a learning platform during the period of the Learning from 

Home program.  

Here are certain studies conducted in Vietnam concerning learners' attitudes towards online 

learning of English. At UEH in Vietnam (Duong, 2020), some students even expressed their 



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enthusiasm for this method of teaching and learning because of the benefits it provides, 

among which concerned non-education related factors (e.g., transport cost-saving, time-

saving). Duong also noted that one of the initial impressions English professors had of 

teaching online was that the students were more engaged in-class participation. The researcher 

in ULSA2 (Nguyen, 2022) found that non-English major students generally had a positive 

attitude about learning through video conferencing, with significant differences in attitude 

across gender, technical proficiency, and competencies. Nguyen concluded with high 

confidence that undergraduate students are eager to study a variety of courses online. 

Although online learning is welcomed, the encounter of difficulties is inevitable. Those were 

indicated in the studies of Nguyen et al. (2021) and Ngo (2021). 

 

3. Methods  

3.1 Pedagogical Setting & Participants  

Saigon University (SGU) first pioneered Learning Management Systems - SGU Moodle in 

2019. Since then, it has steadily been promoted among 19 faculties, providing training for 

basic technical practices. Alongside, teachers are required to attend real-time meetings with 

students via Google Meets, which also allows teachers to save recorded meetings directly to 

Google Drive and share with students to help them stay up to date on lessons. Furthermore, 

the core textbook (i.e., Helbling material) provides students with digital support from the 

online educational platform. This study has examined the adoption of these three platforms, 

hereby called online education platforms, in SGU during the summer semester.   

This study selected samples by a convenient sampling method. The participants were 222 

non-English major EFL students of Saigon University, Vietnam, recruited from all faculties 

(excluding English majors). The vast majority of students (50.5%) were between the ages of 

18 and 19, which was typical of first-year undergraduate students who were required to enroll 

in this course. Yet, this course also attracts a high percentage of sophomores (39.7%), 

equivalent to the group of 20 - 21 (42.7%). In terms of gender, the percentage of female 

students is superior to the proportion of male students (63.9% and 39.1%, respectively).  

Despite the fact that all areas of study were covered (Figure 2), over half of the participants 

majored in Business Management and Commerce (37.3%) and Information Technology 

(18.9%), whereas about 20 percent enrolled in pedagogical studies and education. Details of 

the participants' backgrounds are presented in Figure 1.  



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Figure 1: Participants’ demographic information 

3.2 Design of the Study  

Based on qualitative research and referring to previous studies, we synthesized, analyzed, and 

quantified attribute factors in designing a quantitative questionnaire for participants. This 

questionnaire presented respondents with a series of questions or statements to which they 

were to react either by writing out their answers or selecting from among existing (Brown, 

2001). It employed attitudinal questions, which are used to find out what people think. This 

instrument was appropriate to the research purpose (i.e., attitudes) while it was cost-effective 

and versatile. In addition, questionnaires enabled researchers to collect data from a large 

number of correspondents, and instrument homogeneity is frequently associated with higher 

reliability (Mackey & Gass, 2005). The questionnaire was based on the model which was 

used to examine the influence of various aspects of online education on social issues related to 

online education suggested by Chakraborty et al. (2020) when they conducted a survey in an 

Indian university. However, for this study - focused on learning and teaching-related factors, 

we ignored the impact of health issues and social issues.  

We surveyed the students who had completed the General English course - Module I in the 

summer semester of 2021. The survey was categorized into 3 groups of questions concerning 

(1) students' demographic information, (2) students' evaluation of the effectiveness of the 

online education platforms, and (3) their challenges/difficulties of online education.  

3.3 Data collection and analysis  

The questionnaire was distributed online using the Google Forms tool, and the respondents 

were collected two weeks after. The Google Forms tool was used to administer the survey 

electronically. Email invitations to respond were sent out during the following two weeks 

when the course had finished. We received 222 respondents, which is equivalent to a response 

rate of about 50%. Cattell (1978), Gorsuch (1983), and Tanaka (1987) suggested that in 

behavioral analysis, the sample size should be chosen from 4 to 10 times as many as the 

number of variables in the questionnaire to ensure representativeness. Accordingly, the size of 

our sample is satisfactory. 

In the first section, biographical data was collected and the level and major of studies. 

Especially, the last items of this part identified the participants' level of English proficiency, 



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continuing with their needs for learning English, preferences for different contents of English, 

and expectations of taking the course. Necessities and expectations of learning English 

contribute to the evaluation of students' attitudes toward the learning process and methods.   

Belcher (2009) notes that needs analysis can exploit diverse, infrequently conflicting views of 

a large number of stakeholders. 

In the second part, we asked the students to evaluate the effectiveness of online education 

based on their experience during the course. There were 18 positive statements related to 

content delivery, interaction and testing, and assessment employed by each tool of the 

package. A student had to respond to each survey item on a 5-point Likert scale, and their 

responses are coded as: strongly agree = 5, agree = 4, neutral = 3, disagree = 2, strongly 

disagree = 1. 

The third section required the students to score their satisfaction with the whole course, 

ranging from favorable to disappointed. They were asked to give feedback on how online 

learning benefits their proficiency of English in pronunciation, vocabulary and grammar use, 

and 4 major skills. They were also asked to identify the problems or challenges they faced 

during the online sessions concerning teacher and student-related factors. Therefore, in the 

final part, the students were encouraged to make recommendations for a better online learning 

experience. 

 

4. Findings and discussion 

4.1. Demographic analysis 

The demographic variables of students presented in this section include age groups, gender 

characteristics, areas of study, self-assessment of English proficiency levels, their preferences 

in learning English, and their expectations for the course. Understanding how they have 

facilitated their online learning, regarding where they were studying and which technological 

devices were used, is important.   

Learning English background 

Their level of English proficiency also fluctuated from Beginners to Advanced, as shown in 

Figure 2. 



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Figure 2: Participants’ self-assessment level of English proficiency 

Gladly, more than 90% found learning English necessary and showed positive attitudes 

towards expectations for the course, which aim to serve their communicative competence 

(Figure 3). Most of the respondents (85.5%) expected to improve knowledge (of vocabulary 

and grammar) and macro skills of using English which is helpful for their future career, 

although 78.7% aimed to pass course tests and exams according to the curriculum's 

assessment. Goal setting has both motivating and informational effects on learning and self-

evaluation. Students who set goals are more likely to pay attention in class, put forth the 

effort, and persevere. These motivational effects result in increased on-task behavior and 

learning speed. Specifically, the number of students (more than 60%) who aimed at listening 

and speaking skills were slightly higher than those (around 50%) whose aim was reading and 

writing. Accordingly, Figure 4 presented the students' preferences for certain main English 

learning components. The results indicated that a majority of respondents expressed 

preferences with all components.  

Figure 3: Participants’ needs of learning English 

60% 



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Figure 4. Participants’ expectations of taking the EGP course 

Studying facilities  

Figure 5. Technological equipment used for studying online 

80% of them had been participating in online learning while they were at their permanent 

residence, of which 46.6% were living in Ho Chi Minh City (HCMC), and 33.4% were in 

their hometown outside HCMC. However, due to the pandemic, few of the students (2.8%) 

had to study while they were staying in the quarantined areas. Wherever they were, each of 

the participants equipped themselves with at least one piece of technological device to access 

the course, and their favorite ones are laptops and smartphones or both at one time.  

 

Figure 6. Location of studying online 

 



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4.2. Descriptive results of the effectiveness of online education 

In general, as can be seen in Figure 7, 23.1% of students found the online course highly 

recommended, and more than half found the course fairly good, while 21.3% agreed that the 

course was satisfactory. Nevertheless, only a few of them (less than 5%) showed 

disappointment with the course. The effectiveness of online education regarding content 

delivery, interaction, and testing and assessment will be discussed in detail. 

Figure 7. Participants’ general evaluation of the online course 

4.2.1. In relation to content delivery 

The teacher's use of Moodle to share available core course materials timely was well-received 

by nearly 90% of the students. A high proportion of 85% agreed that the course was a user-

friendly design in which the summary of the course enriched the classes. 81% expressed how 

they thought lectures could be made more informative. During the online sessions via Google 

Meets, slideshows were also deemed effective in distributing knowledge to the students. Also, 

the students (86%) also appreciated the meeting-recording functions of Google Meets, which 

helped them keep up when they had missed a session.    

In addition, more than half of the participants had experienced E-Zone learning provided by 

the core textbook. Over 80% agreed or strongly agreed that the cloud book and e-book had a 

friendly-user design and that they were interested in a variety of exercises. 

The students received the teachers' use of reference resources and technologies to convey 

knowledge well. The students believe that there is currently sufficient study material available 

online. Online tools for problem-solving, programming, and design, according to the students, 

can enhance classes. 

 

 

 

 



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Table 1 

Effectiveness of online education in relation to content delivery 

 

4.2.2. In relation to interaction 

Google Meets was served as a substitute for traditional classrooms, and interestingly, the 

students expressed favorable opinions to such an interactive platform in which the students 

were allowed to contribute to the sessions. A large number of students (90%) found the online 

sessions more interactive thanks to posting comments in the chatbox and raising hands to 

converse with the teacher directly. 

Table 2 

Effectiveness of online education in relation to interaction 

 



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The activities of Moodle were also effectively exploited to improve the interaction between 

the teacher and students and among students. Students were asked to take their own 

attendance via Moodle at any time of an online session, and this practice was favored by 85% 

of the students. In addition, 82% showed strong agreement with the idea that interaction took 

place better through online forums. Beyond the class, 83% received the course 

announcements in a good time manner.  

4.2.3. In relation to testing and assessment 

According to more than 80% of the students, regular online quizzes and exercises on Moodle 

or E-zone could add certain value to their learning process. We discovered that 80 percent of 

students believed weekly Moodle-designed assignments effectively evaluated their 

competence, and timely-assigned Cyber homework also assisted their learning process. 

Almost 80% agreed that testing and assessment were conducted objectively and effectively. 

78% of E-zone users found the Cloud book and e-book enhancing self-study and learner 

autonomy.  

Table 3 

Effectiveness of online education in relation to testing and assessment 

 

  

 

 

 

 

 

 



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4.3. Descriptive results of challenges of online education 

Figure 11. Challenges of online education with respect to teacher-related factors 

The survey aimed to find out challenges derived from teacher-related and student-related 

factors. As for teacher-related factors, there were 99 out of 222 responses, equivalent to 45% 

of the population. Although more than half of the students found no problems concerning 

their teacher, the rest’s suggestions are worth considering. The findings disclosed that these 

EFL students' (56 responses) were mainly concerned with the teacher’s online teaching 

methodology, which was not interesting enough. Some of them (21 responses) complained 

that the lesson content was not clear enough or the teacher was not able to apply online 

teaching tools well, while a few of them (11 responses) claimed that the teacher did not well 

design the  

lesson. 

We received 205 out of 222 responses regarding the student-related factors, which means 

about 92% of participants experienced certain challenges in attending online courses. In 

general, their main difficulties were technological problems such as the unstable internet 

connection during online sessions via Google Meets (171 responses) or using 

phones/computers with low configuration (109 responses). One hundred thirty-one students 

also confided that they experienced some external distractions, namely social networks, 

household members, or neighborhoods. Eighty-eight of them confessed that they were not 

autonomous enough. A few of them (66 responses) had difficulties while using Moodle. Some 

students also stated that social communication and interactions between the teacher and 

students and among students were lacking in online sessions. 

 

 

 

 

 



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Figure 12. Challenges of online education with respect to students-related factors 

 

Discussion 

Students appreciated that the course materials and content were always available, and they 

could review a recorded session at all times. This was a nice result while the students showed 

positive exposure to the course material. Additionally, they seemed to participate and engage 

more in the online classroom thanks to certain functions such as self-checked attendance, 

posting any comments in the chatbox, or sharing ideas via forums. Assigning quizzes or tasks 

online via Moodle or Cyber homework assisted their learning autonomy and learning process. 

Beyond-classroom activities were welcomed by the students who were able to access these 

online activities, which helped revise and consolidate their learning progress and was 

rewarded by the teachers.  

Nevertheless, the students acknowledged certain problems concerning the teacher’s 

methodology of teaching online, including lesson design and the ability to use technological 

tools. Switching to online education was also a challenge to teachers, for which reasonable 

adjustments and adaption of teaching in online sessions should have been well-prepared. The 

participants were also aware of learners' attitudes towards learning which had a major 

influence on their learning during the online sessions, whereas technological impairment was 

also the main problem. The unstable network connection was also the biggest problem found 

in other recent studies conducted by Adnan and Anwar (2020), Nartiningrum and Nugroho 

(2020).     

 

 

 

 



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5. Conclusion  

Due to the COVID-19 epidemic, schools and institutions are currently looking for ways to 

constantly improve the teaching and learning process in order to adapt to the circumstance. 

Thousands of further educational institutions, including those in Vietnam, believed that 

students or professors might conveniently access online learning without the need for face-to-

face interactions (Sari, 2020). The study focused on clarifying 2 main issues in the context of 

social distancing due to the Covid-19 pandemic: (1) students' attitudes towards the use of 

three platforms for online education of English; and (2) challenges or difficulties they faced 

while learning online.  

The findings of this study indicated that the students held moderately favorable attitudes 

towards online education during the period. Most of the students found learning English 

necessary and set a goal(s) of taking the English course, which also motivated their learning 

attitudes. 

The students chose to use assistive technology devices for mobility to join online classes. 

However, they were still struggling with some interruption of technological impairment. It is 

required a wide coverage of network infrastructure across the country. They also looked 

forward to adapting the teacher's online teaching methodology more appropriately.  

Limitation 

The above results show that the study has contributed to strengthening the understanding of 

the attitude of students for the use of cross-platform online applications in online education. 

Despite favorable attitudes, the students' achievement regarding final grades was not 

discussed in this study. Likewise, the discussion of how their difficulties impacted their study 

results was also limited.  

 

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https://doi.org/10.33365/jeltl.v2i1.850  

Tanaka, J. S. (1987). “How big is big enough?”: Sample size and goodness of fit in structural 

equation models with latent variables. Child development, 134-146. 

Zhu, X., & Liu, J. (2020). Education in and after Covid-19: Immediate responses and long-

term visions. Postdigital Science and Education, 2(3), 695–699. 

https://dx.doi.org/10.1007%/s42438-020-00126-3  

 

Biodata  

Dr. Tran The Phi is the Dean of Foreign Languages Faculty, Saigon University, Vietnam. He 

has been teaching English linguistics, Teaching Methodology, Reading and writing skills, 

Research writing skill for 20 years. His research interests include English teaching 

methodology and Cognitive Linguistics, especially Cognitive Semantics. 

Nguyen Trinh To Anh has been an EFL instructor at Sai Gon University, Vietnam since 2015. 

She is currently in charge of teaching English for General Purpose as well as English for 

Specific Purposes namely accounting, banking and business management. Her research 

interests include teaching methodology for ESP and blended learning.   

 

 

 

 

 

 

 

 

 

https://doi.org/10.5430/ijhe.v9n6p1
https://www.sciencedirect.com/science/journal/26663740/1/supp/C
https://doi.org/10.1016/j.ijedro.2020.100011
https://doi.org/10.33365/jeltl.v2i1.850
https://dx.doi.org/10.1007%25/s42438-020-00126-3


ACOJ- ISSN 1936-9859 AsiaCALL Online Journal  Vol. 13; No. 2; 2022  

17 

Appendix 

Questionnaire of Effectiveness and Challenges of Online Education (English Version) 

This questionnaire consists of THREE sections.  

For Questions 10 - 27, please select the appropriate response (Strongly agree, Agree, 

Neutral, Disagree, or Strongly disagree) to indicate how much you agree or disagree with 

each statement.  

SECTION 1:  BACKGROUND INFORMATION 

Q1. Gender (Select one)  

Female   

Male   

Other 

Q2. Year of age (Select one)  

18-19   

20-21   

22-23   

Other 

Q3. Major (Select one)  

 Natural Science Pedagogical Studies 

 Social Science Pedagogical Studies 

 Pre-School /Primary School Education 

 Fine Art / Art 

Business and Finance 

Information Technology 

Law 

Others 

Q4. Technological equipment used for studying online (Select one or more) 

 Laptop 

 Smartphone 

 Tablet 

 Desktop 



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Q5. Location of studying online (Select one) 

 HCMC permanent residence 

 HCMC temporary residence 

 Outside HCMC residence  

 Inner HCMC quarantined area 

 Outside HCMC quarantined area 

Q6. Self-assessment level of English Proficiency (Select one) 

 Proficiency  

 Advanced 

 Upper-Intermediate 

 Intermediate 

 Elementary 

 Beginner 

Q8. Needs of learning English (Select one) 

 Extremely necessary 

 Necessary  

 Neutral 

 Not necessary needed 

 Unnecessary  

Q9. Participants’ expectations or objectives of taking the EGP courses (Select one or more) 

 Pass the English proficiency tests according to the curriculum 

Improve knowledge and macro skills of using English helpful for future career 

Read English newspapers and magazines 

Listen to daily English conversations 

Converse with foreigners in fluent English 

Write personal basic information 

 

 

 

 



ACOJ- ISSN 1936-9859 AsiaCALL Online Journal  Vol. 13; No. 2; 2022  

19 

SECTION 2: EVALUATION OF EFFECTIVENESS OF ONLINE EDUCATION 

Learning Management Systems - Moodle 

Q10. Lecturers timely share available core course materials to students. 

Q11. Reference resources such as videos are provided adequately. 

Q12. Course summary is designed with friendly-user layout. 

Q13. Use of attendance check makes an online session more effective. 

Q14. Lecturer-student interaction takes place better through online forums. 

Q15. Course announcements are delivered in a good time manner. 

Q16. Online quizzes and exercises effectively help in the learning process. 

Q17. Weekly assignments effectively evaluate the competence of students. 

Q18. Testing and assessment is conducted objectively and effectively. 

Online meeting platform- Google Meets 

Q19. Slideshows make a lecture more informative. 

Q20. The use of meeting recordings helps students keep up when they miss a session. 

Q21. Students are allowed to post comments or answers in the chatbox during a session, then 

it becomes interactive. 

Q22. Students are allowed to raise their hands to ask and answer during a session, then it 

becomes interactive. 

Digital material support - E-zone 

Q23. Cloud book and e-book has friendly-user design. 

Q24. A variety of exercises interests students. 

Q25. Cyber homework effectively helps in the learning process. 

Q26. Cyber homework is assigned timely to assist the learning process. 

Q27. Cloud book and e-book enhance self-study and learner autonomy. 

General Evaluation 

Q28. Feedback about online sessions during the COVID-19 pandemic(Select one) 

 Highly recommended 

Fairly Good 

Satisfactory 

Unsatisfactory 



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Disappointed 

SECTION 3: CHALLENGES OF ONLINE EDUCATION 

Q29. Teacher-related factors (Select one or more) 

The teacher cannot apply online teaching tools well. 

The lesson is not well designed. 

The lesson content is not clear enough. 

The teacher’s methodology is not interesting. 

Q30. Teacher-related factors (Select one or more) 

Students is not autonomous. 

Students have difficulties while using Moodle. 

Students have difficulty using phones/computers with low configuration. 

Students experience some difficulties in interaction with lecturers during online 

sessions via GMs. 

Students experience some difficulties in interaction with other students during online 

sessions via GMs. 

Students experience some technical problems during online sessions via GMs. 

Students experience some external distractions. 

Q31. Your recommendations for a better online learning experience. 

 Answer: … 

 


