Qazi Atika, Naseer Khulla, Qazi Javaria, AlSalman Hussain, Naseem Usman, Yang Shuiqing, Hardaker Glenn, Gumaei Abdu
Centre for Lifelong Learning, Universiti Brunei Darussalam, Brunei Darussalam.
Faculty of Biological Sciences, Quaid-i-Azam University, Islamabad, Pakistan.
Child Youth Serv Rev. 2020 Dec;119:105582. doi: 10.1016/j.childyouth.2020.105582. Epub 2020 Oct 13.
Educational institutes around the globe are facing challenges of severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2). Online learning is being carried out to avoid face to face contact in emergency scenarios such as coronavirus infectious disease 2019 (COVID-19) pandemic. Students need to adapt to new roles of learning through information technology to succeed in academics amid COVID-19.
However, access and use of online learning resources and its link with satisfaction of students amid COVID-19 are critical to explore. Therefore, in this paper, we aimed to assess and compare the access & use of online learning of Bruneians and Pakistanis amid enforced lockdown using a five-items satisfaction scale underlying existing literature.
For this, a cross-sectional study was done in the first half of June 2020 after the pandemic situation among 320 students' across Pakistan and Brunei with a pre-defined questionnaire. Data were analyzed with statistical software package for social sciences (SPSS) 2.0.
The finding showed that there is a relationship between students' satisfaction and access & use of online learning. Outcomes of the survey suggest that Bruneian are more satisfied (50%) with the use of online learning amid lockdown as compared to Pakistanis (35.9%). Living in the Urban area as compared to a rural area is also a major factor contributing to satisfaction with the access and use of online learning for both Bruneian and Pakistanis. Moreover, previous experience with the use of online learning is observed prevalent among Bruneians (000), while among friends and family is using online learning ( .000) were encouraging factors contributed to satisfaction with the use of online learning among Pakistanis amid COVID-19. Correlation results suggest that access and use factors of online learning amid COVID-19 were positively associated with satisfaction among both populations amid COVID-19 pandemic. However, Bruneian is more satisfied with internet access (r = 0.437, 000) and affordability of gadgets (r = 0.577, < 000) as compare to Pakistanis (r = 0.176, .050) and (r = 0.152, ).
The study suggested that it is crucial for the government and other policymakers worldwide to address access and use of online learning resources of their populace amid pandemic.
全球教育机构都面临着严重急性呼吸综合征冠状病毒2（SARS-CoV-2）带来的挑战。在诸如2019冠状病毒病（COVID-19）大流行这样的紧急情况下，正在开展在线学习以避免面对面接触。在COVID-19期间，学生需要通过信息技术适应新的学习角色以在学业上取得成功。
然而，在COVID-19期间，在线学习资源的获取与使用及其与学生满意度的关联至关重要，值得探讨。因此，在本文中，我们旨在使用基于现有文献的五项满意度量表，评估并比较文莱人和巴基斯坦人在强制封锁期间在线学习的获取与使用情况。
为此，在2020年6月上半年疫情期间，对巴基斯坦和文莱的320名学生进行了一项横断面研究，采用预先定义的问卷。数据使用社会科学统计软件包（SPSS）2.0进行分析。
研究结果表明，学生满意度与在线学习的获取与使用之间存在关联。调查结果显示，与巴基斯坦人（35.9%）相比，文莱人在封锁期间对在线学习的使用更满意（50%）。与农村地区相比，生活在城市地区也是文莱人和巴基斯坦人对在线学习的获取与使用感到满意的一个主要因素。此外，文莱人普遍有过使用在线学习的经历（000），而在巴基斯坦人当中，朋友和家人使用在线学习（.000）是在COVID-19期间对在线学习使用感到满意的促成因素。相关结果表明，在COVID-19大流行期间，在线学习的获取与使用因素与两国人群的满意度呈正相关。然而，与巴基斯坦人（r = 0.176，.050）和（r = 0.152，）相比，文莱人对互联网接入（r = 0.437，000）和小工具的可承受性（r = 0.577，< 000）更满意。
该研究表明，对于全球各国政府和其他政策制定者来说，在疫情期间解决民众在线学习资源的获取与使用问题至关重要。
