Exploring the Challenges of E-learning in the Post-Pandemic Educational Landscape: A Qualitative Approach

Abstract

The COVID-19 pandemic prompted a rapid shift to online learning, revealing numerous challenges that impact students’ academic performance and well-being. This study explores the lived experiences of first-year social science students at the Universiti Teknikal Malaysia Melaka during the post-pandemic. Limited social interaction, declining student motivation, technical disruptions, and digital inequality have emerged as significant barriers to effective teaching and learning in digital environments. The main objective of this study is to explore the challenges of e-learning in the post-COVID-19 era and how these challenges continue to affect student performance. By employing qualitative research design and semi-structured focus group interviews were conducted with 14 students, which were then analyzed using thematic analysis. The findings reveal that lack of motivation and engagement, technical challenges and digital inequality, limited peer interaction and support, as well as difficulties in self-regulation and time management, significantly hinder students’ academic performance. These challenges contribute to knowledge gaps, emotional distress, and hindered skill development. Future research should focus on developing resilient, inclusive e-learning models that address ongoing inequalities and incorporate students’ perspectives to improve the quality and accessibility of digital education in a post-pandemic world.