Transforming Education: A Diffusion Theory Approach to Online Learning among Indigenous Undergraduate Students in Malaysia

Abstract

Background and Purpose: Indigenous people in Malaysia face educational access challenges, worsened by the COVID-19-driven shift to online learning due to limited ICT in remote areas. This research article aims to examine the factors influencing Indigenous undergraduate students' interest in taking online classes and gather their perceptions about online learning.

Methodology: This study utilized cross-sectional research methodology to collect data from Indigenous undergraduate students enrolled at one of the governments-linked university in Malaysia, with the aim of capturing a momentary representation of their inclination towards online learning. Convenience sampling was used due to practical limitations. Using Diffusion Innovation Theory, five variables were examined toward the interest of taking online classes among the sample. The variables used were measured using a 5-point Likert scale. This study included the application of descriptive statistics and Pearson correlation analysis to investigate the associations between variables. Findings: Contrary to established theories, no significant correlations were found between variables, contradicting prevalent beliefs about technology adoption. This may be due to cultural and contextual factors unique to the Indigenous community such as traditional learning techniques, communal values, and limited access to resources. The results indicate the need to employ culturally relevant educational approaches to encourage the adoption of online learning and conduct a detailed analysis of these elements in future research. Contributions: The study contributes to the discourse on technology adoption by highlighting the need for culturally sensitive educational initiatives to understand and enhance interest in online learning platforms among Indigenous communities in Malaysia.