Al-Ishlah: Jurnal Pendidikan Vol.
17, 2 (June, 2.
, pp.
ISSN: 2087-9490 EISSN: 2597-940X.
DOI: 10.
35445/alishlah.
From Isolation to Engagement: Understanding and Addressing Online Learning Challenges among University Students in Indonesia Muhamad Uyun1.
Fitriani2 Universitas Islam Negeri Raden Fatah Palembang.
Indonesia.
muhamaduyunuin@radenfatah.
CV.
Seventh Star Academy.
Palembang.
Indonesia.
fitriani@fihesu.
ARTICLE INFO
Keywords:
Online Learning Challenges.
Student Engagement.
Higher Education.
Technical Issues.
Motivation Article history:
Received 2024-11-04
Revised 2024-12-12
Accepted 2025-04-14
ABSTRACT
The shift to online learning has posed significant challenges for university students, particularly in developing countries.
This study explores the obstacles encountered by undergraduate students in the Islamic Psychology program at Raden Fatah State University during their engagement with online education.
A qualitative approach was employed, involving semi-structured interviews with 15 undergraduate students.
Participants were selected through purposive sampling to ensure diverse perspectives.
Data were analyzed thematically to identify recurring patterns and concerns.
The analysis revealed four major challenges: technical difficulties, unsupportive learning environments, limited interaction, and low Students frequently experienced unstable internet connections and inadequate access to necessary learning tools, which hindered their academic engagement.
Many also reported a lack of emotional support and physical space conducive to studying.
Additionally, minimal interaction with peers and instructors contributed to a sense of isolation, further diminishing students' To address these issues, the study recommends strategies such as promoting flexible learning schedules, strengthening peer networks, prioritizing emotional well-being, and designing more interactive and engaging content.
Institutions are urged to adopt adaptive teaching methods and invest in professional development for educators to improve online learning outcomes.
Future studies using mixed-method approaches are suggested to gain a more nuanced understanding of student experiences in digital learning This is an open access article under the CC BY-NC-SA license.
Corresponding Author:
Muhamad Uyun Universitas Islam Negeri Raden Fatah Palembang.
Indonesia.
muhamaduyun_uin@radenfatah.
INTRODUCTION
The unprecedented emergence of the COVID-19 pandemic has radically transformed the global educational landscape since 2019, compelling educational institutions to adapt to online learning models almost overnight (Ayittey et al.
, 2020.
Villela et al.
, 2.
Health and safety concerns, alongside government-mandated lockdowns, led to the immediate closure of traditional classroom settings http://journal.
id/index.
php/alishlah Al-Ishlah: Jurnal Pendidikan,Vol.
17, 2 (June 2.
: 1806-1818 1807 of 1818 worldwide, pushing educators and students to embrace digital platforms to maintain academic continuity (Jena, 2.
This sudden transition, while necessary, presented significant pedagogical and logistical challenges, as both instructors and students struggled to navigate the new virtual environment.
The shift to online learning was especially pronounced in higher education, where institutions faced the challenge of adapting complex curricula to digital formats without prior extensive training or infrastructure (Lei & Medwell, 2.
ChinaAos rapid shift to online education serves as a pertinent example of this global trend.
In response to school closures.
Chinese educators implemented digital platforms swiftly, showcasing resilience and adaptability in transitioning from face-to-face instruction to a virtual format.
However, this transformation underscored critical gaps in preparedness, particularly in digital literacy among both students and faculty (Lei & Medwell, 2.
Similarly, across other countries, higher education institutions experienced various challenges associated with digital learning, such as technical limitations, disparities in studentsAo access to digital resources, and the psychological impact of remote learning on students (Wang, 2020.
Xue et al.
, 2020.
Barrot et al.
, 2.
Online learning, defined as a mode of distance education facilitated through the internet, allows learners and instructors to engage remotely, thus providing continuity in learning amid global crises (Kaur, 2.
This model of learning, while advantageous for its flexibility and accessibility, also brings inherent challenges.
Online learning requires students to become self-directed learners, effectively managing their time, accessing resources independently, and adapting to new modes of interaction (Arkorful & Abaidoo, 2015.
Mulya & Putro, 2.
Moreover, studies have identified specific barriers to engagement and motivation within virtual classrooms, where students often face feelings of isolation, lack of real-time feedback, and limited social interaction compared to traditional settings (Littlefield, 2018.
Vonderwell, 2.
These challenges underscore the need for institutions to provide comprehensive support systems, including technical assistance, structured digital pedagogies, and accessible resources to facilitate effective learning (McBrien et al.
, 2.
In Indonesia, institutions such as Raden Fatah Islamic State University in Palembang encountered substantial challenges during this shift to digital learning.
The transition highlighted issues such as limited infrastructure, communication barriers, and the variability in students' access to stable internet Preliminary interviews conducted with students at the university reveal that they frequently struggle with unstable network connections and miscommunication with instructors, issues that can significantly impede learning outcomes and lead to academic frustration.
Such challenges are consistent with findings from studies by Widayanti .
and Hariawati .
, which highlight logistical and pedagogical barriers as major obstacles in implementing effective online learning.
These studies illustrate how the sudden reliance on digital platforms, without adequate technological support or training, can exacerbate existing educational inequities, particularly in under-resourced regions.
Technical issues, such as unreliable internet connections and insufficient technological infrastructure, are among the primary challenges in online learning environments (Crawford et al.
, 2.
Furthermore, online learning requires effective communication between students, educators, and administrative staff, an area where many institutions fall short due to unfamiliarity with digital platforms or inadequate The lack of direct, face-to-face interaction also introduces challenges in establishing rapport and trust, which are critical components of the learning process (Salmon, 2.
Consequently, these communication gaps often lead to misunderstandings and a decrease in students' motivation and engagement, as indicated in the work by Vonderwell .
on the dynamics of online learning.
Recent studies have further identified psychological and emotional challenges associated with online learning, including feelings of isolation and reduced motivation among students (Ming et al.
, 2.
Online education can sometimes foster a sense of detachment due to limited social interaction, which may adversely impact students' mental well-being.
Additionally, asynchronous learning environments, where students do not receive immediate feedback, can diminish the perceived support and engagement typically associated with traditional classrooms (Littlefield, 2.
As Baig .
noted, effective online Muhamad Uyun.
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This study seeks to address the identified challenges faced by undergraduate students in online classrooms, focusing specifically on exploring the obstacles they encounter and suggesting strategies for By examining the various dimensions of online learning, including technical issues, communication barriers, and the psychological impact on students, this research aims to provide actionable insights for enhancing the online learning experience.
The findings are anticipated to inform policy recommendations and practical solutions to create more inclusive, accessible, and effective virtual learning environments.
Ultimately, this study underscores the need for educational institutions to adapt online pedagogical approaches thoughtfully, ensuring that both technological infrastructure and teaching practices align to support students' holistic well-being and academic success.
METHODS
This study employed a qualitative research design to yield in-depth insights into the challenges faced by undergraduate students in online learning environments.
A qualitative approach was selected to allow for a more nuanced understanding of studentsAo experiences and perceptions, particularly within the context of Islamic Psychology at Raden Fatah State University (Creswell, 2.
The study involved 15 participants from the universityAos Islamic Psychology program, chosen through purposive Purposive sampling was deemed appropriate to ensure that the selected participants possessed specific characteristics relevant to the research objectives (Palinkas et al.
, 2.
To be included in the study, participants needed to meet two primary criteria.
First, they had to be students of the Islamic Psychology program, as the research focused on examining online learning challenges within this discipline.
Second, only students with at least one year of experience in online learning were eligible, as this ensured participants had sufficient exposure to online education to provide meaningful reflections on their challenges and experiences.
Data collection was conducted through semi-structured, one-on-one interviews, a method wellsuited for qualitative research aimed at capturing participants' personal experiences in depth (Mukminin & McMahon, 2.
Semi-structured interviews offer flexibility, allowing the researcher to explore specific issues while also accommodating new insights that may arise during the conversation (Gillham, 2.
Each interview session lasted approximately 5 to 15 minutes and was conducted in an informal yet structured manner, allowing participants to openly share their perspectives on the obstacles they faced in online learning contexts.
The interview protocol was designed to probe into various dimensions of online learning challenges, including technological, academic, and social aspects.
The interviews were conducted verbally, recorded with the participants' consent, and subsequently transcribed for analysis.
This approach aligns with the recommendations by Creswell .
, who emphasizes the importance of real-time data recording in qualitative research to ensure accuracy and depth of information.
The interview questions were designed to elicit students' insights into the obstacles and barriers they encounter in virtual learning settings, providing data that could later be analyzed thematically.
Thematic analysis was employed to analyze the qualitative data, following the framework established by Braun and Clarke .
Thematic analysis involves identifying, analyzing, and reporting patterns within the data, making it a widely used method for interpreting qualitative data in educational research (Robson & Cartan, 2.
The analysis followed several phases: .
familiarizing with the data, .
generating initial codes, .
searching for themes, .
reviewing themes, .
defining and naming themes, and .
producing the report.
This rigorous coding process helped to identify key themes related to the specific challenges students face in online learning environments.
In addition to the qualitative analysis, descriptive statistics were applied to provide an overview of demographic characteristics, such as participants' age, gender, and level of study, which were Muhamad Uyun.
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, 2018.
Muazza et al.
, 2.
The use of both thematic analysis and descriptive statistics allowed for a comprehensive interpretation of the data, addressing both individual experiences and patterns that emerged across participants.
This methodological approach aimed to provide a holistic view of students' challenges in online learning, contributing to a deeper understanding of the factors impacting their academic experiences.
FINDINGS AND DISCUSSION
The results obtained from the research have to be supported by sufficient data.
The research results and the discovery must be the answers, or the research hypothesis stated previously in the introduction part.
1 Challenges Faced by Students in Online Learning This study investigated the challenges experienced by undergraduate students at Raden Fatah State University within an online learning environment.
Through in-depth interviews with 15 students enrolled in the Islamic Psychology program, four key themes emerged, revealing the multifaceted nature of obstacles encountered in virtual classrooms: technical issues, lack of support in the learning environment, reduced interaction, and low motivation among students.
The following table illustrates the statistical distribution of the challenges faced by the students:
Table 1.
Distribution of challenges in online learning Type of Online Learning Challenge Low learning motivation Lack of a supportive learning environment Limited interaction with lecturers and fellow Technical issues .
nternet connectivity and platform Number of Respondents (N=.
Percentage (%) The statistical results above indicate that the primary challenge most frequently reported by students was low learning motivation, accounting for the highest percentage at 40%.
This challenge is dominant as students struggle to maintain enthusiasm and interest in a fully virtual learning A lack of a supportive learning environment was identified by 30% of the students.
This issue encompasses distractions from the surrounding environment during online classes, significantly affecting their ability to maintain focus and learn effectively.
Limited interactions with lecturers and peers were reported by 21% of students.
This challenge arises from insufficient real-time communication, reducing students' sense of engagement and contributing to social isolation.
Technical issues such as unreliable internet connections and platform disruptions were noted by 19% of the students.
Although relatively lower compared to other challenges, these technical difficulties significantly impact the smooth running of virtual educational activities.
These statistical findings align closely with qualitative interview results, confirming that low motivation and lack of a supportive learning environment are key determinants of the effectiveness of online learning.
Strategies to overcome these challenges might include enhancing interpersonal interactions in the learning process, providing emotional and technical support, and developing interactive and adaptive learning materials tailored to students' needs.
Muhamad Uyun.
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Students NL.
DN, and NB specifically noted that unreliable internet connections and technical disruptions often hampered their learning experience.
NL explained:
AuTechnical issues are bound to happen in an online-only environment.
This may sound obvious, but technical issues, and internet connection only add to the online environmentAos frustration and interrupt new distance learning sessionsAy (NL, personal communication.
May 16, 2.
Similarly.
DN expressed frustration over power outages and focus challenges:
AuConnection, the electricity goes off, students do not focus onAy (DN, personal communication.
May 16, 2.
These responses underscore the critical role of stable technological infrastructure in ensuring an uninterrupted online learning experience, as highlighted in previous research on digital education challenges (Crawford et al.
, 2.
2 Lack of Support in the Learning Environment Another frequently cited challenge was the perceived lack of a supportive learning environment.
Many students felt that remote learning lacked the structural support present in traditional classrooms, leading to distractions and difficulties in time management.
NL elaborated on these environmental AuDistractions are a reality of distance learningA pets running into the home office can be disruptive for everyone involved.
As a result, time management becomes more challengingAy (NL, personal communication.
May 16, 2.
Similarly.
LB expressed frustration over the monotony of virtual classes:
AuSometimes.
I was so bored just looking at my monitor and listening to the lectures.
I feel like I have to do something to cheer myself up during the classAy (LB, personal communication.
May 16.
These responses highlight that the absence of an engaging and supportive environment is a notable barrier, impacting studentsAo ability to stay focused and motivated during online learning sessions (McBrien et al.
, 2.
3 Limited Interaction The data also revealed that students perceived a lack of meaningful interaction in online classes, which affected their learning experience.
Students, particularly those in rural areas with limited internet access, noted that virtual classes lacked the real-time interaction found in face-to-face settings.
AuThe biggest challenge for me is the lack of interaction and motivation, especially due to living in a rural area where connectivity is a problemAy (TR, personal communication.
May 16, 2.
AS echoed the need for more interactive sessions:
AuReal-time interaction is needed for more effective learningAy (AS, personal communication.
May 16, 2.
These responses indicate that the lack of interaction in online environments can foster a sense of isolation, making it difficult for students to remain engaged and motivated (Vonderwell, 2.
Muhamad Uyun.
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Many students reported that online learning felt less effective than traditional face-to-face education, with several participants mentioning that it increased their anxiety and reduced their confidence.
articulated this issue:
AuI feel a lack of interaction and motivationA the efficacy of online learning is less than face-to-face teaching, especially for higher education students.
Online learning makes me feel more anxious as I rarely interact with lecturers and classmates directlyAy (TR, personal communication.
May 16.
NN supported this sentiment by emphasizing the impact of extended screen time and the lack of non-verbal cues:
AuExcess exposure to screen time, and we cannot see the overall gestures of the person weAore conversing withAy (NN, personal communication.
May 16, 2.
This finding aligns with existing literature on student motivation in online settings, highlighting that reduced social interaction can lower engagement and academic confidence (Littlefield, 2.
5 Solutions to Overcome Online Learning Challenges Assessing the effectiveness of proposed solutions to the challenges faced by students in online learning requires a careful evaluation of how each strategy targets specific issues such as low motivation, technical difficulties, limited interaction, and insufficient support.
This analysis draws on established best practices and empirical research to determine the potential impact of each intervention in addressing these common obstacles in virtual education environments.
The following discussion examines each proposed solution in detail, highlighting its strengths and anticipated outcomes.
Incorporating Flexibility Proposed Solution Allow students to access recorded lectures and course materials asynchronously.
This approach can help students who face technical disruptions or scheduling conflicts.
Effectiveness Analysis Flexibility through asynchronous learning is generally effective for students who have intermittent internet connectivity or other responsibilities (McBrien et al.
, 2.
By recording sessions, students can review content at their convenience, which reduces stress and allows for better information This approach also benefits students with varied learning speeds, as they can pause or rewatch content.
Expected Outcome Increased access to learning materials and reduced anxiety around technical issues.
This solution is highly effective for students facing logistical or technical challenges.
Promoting Emotional Well-being and Self-Motivation Proposed Solution Encourage students to develop self-regulated learning strategies and focus on mental well-being to combat the monotony and isolation of online learning.
Effectiveness Analysis Studies indicate that self-regulated learning practices, such as setting personal goals and managing time effectively, positively impact online studentsAo performance and motivation (Zimmerman.
Promoting emotional well-being can be achieved by incorporating brief wellness checks, stress-management resources, and online mental health support into the course structure.
Muhamad Uyun.
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This solution may not fully overcome low motivation for all students, but it can build resilience and self-motivation, providing moderate to high effectiveness.
Encouraging Peer Interaction Proposed Solution Facilitate opportunities for students to interact through discussion forums, breakout rooms in synchronous sessions, and collaborative projects.
Effectiveness Analysis Social interaction is a critical factor in maintaining motivation and fostering a sense of community, especially in online environments where students may feel isolated (Vygotsky, 1.
encouraging group work and peer discussions, students are more likely to feel connected to their peers, which helps alleviate feelings of loneliness and disengagement.
The effectiveness of this approach increases when structured around clear goals and guidance.
Expected Outcome Enhanced peer support and reduced feelings of isolation.
This solution is highly effective in addressing the challenge of limited interaction.
Creating Engaging Content Proposed Solution Integrate multimedia resources, interactive quizzes, and hands-on virtual labs to make learning more dynamic and engaging.
Effectiveness Analysis Research shows that interactive content improves attention and retention by catering to various learning preferences and breaking the monotony of traditional lectures (Mayer, 2.
Multimedia resources can also provide deeper insights into complex topics, enhancing comprehension and making learning more enjoyable.
Expected Outcome Increased student engagement and reduced monotony.
This solution is particularly effective for maintaining attention, with a moderate to high impact on student motivation.
Establishing Clear Communication Channels Proposed Solution Set up dedicated channels for regular updates.
Q&A, and one-on-one interaction with instructors, including virtual office hours and discussion forums.
Effectiveness Analysis Effective communication reduces misunderstandings and helps students feel supported, which is essential in online learning where physical cues are absent (Gillham, 2.
Students are more likely to stay on track when they feel they have access to guidance, and regular feedback can enhance their academic confidence.
Expected Outcome Better clarity, reduced confusion, and a stronger support system for students.
This solution has a high effectiveness rate for improving support and interaction.
Providing Technical Support and Preparation Guidance Proposed Solution Offer preparatory resources and technical assistance to help students manage connectivity, device issues, and necessary software applications.
Effectiveness Analysis Muhamad Uyun.
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Providing tutorials, troubleshooting resources, and ensuring that students have the right equipment can significantly reduce frustration associated with technical disruptions.
Expected Outcome Reduced technical interruptions and improved participation in online activities.
This solution is highly effective for minimizing technical issues.
Overall Effectiveness Summary:
High Effectiveness Incorporating flexibility, encouraging peer interaction, and establishing clear communication channels have consistently proven effective in addressing specific student challenges, particularly in maintaining motivation, reducing isolation, and ensuring technical stability.
Moderate to High Effectiveness Promoting emotional well-being, self-regulated learning strategies, and engaging content have a moderate to high impact on students' motivation and engagement, but their success depends on consistent application and individual student receptivity.
These solutions, when combined, provide a comprehensive approach to overcoming the key challenges in online learning.
Implementing these strategies as part of a structured online learning support system can significantly enhance the student experience and improve academic outcomes.
Future studies could measure the effectiveness of each solution in different student demographics to further validate these findings and optimize intervention strategies.
Discussion The findings of this study contribute meaningfully to the ongoing discourse on online learning theory by emphasizing the critical role of psychosocial factors in determining the effectiveness of virtual While existing frameworks such as the Community of Inquiry (CoI) model (Garrison.
Anderson, & Archer, 2.
have primarily focused on cognitive presence, social presence, and teaching presence, this study highlights additional dimensionsAinamely, student motivation, emotional wellbeing, and the quality of the home learning environmentAias equally significant determinants of successful online engagement.
Moreover, these findings challenge technocentric perspectives that prioritize digital tools and platforms as the core of effective online education.
Although technology is an essential enabler, the data presented here suggest that technological infrastructure alone is insufficient.
Students reported that the absence of meaningful interaction, poor communication, and lack of motivational support were more detrimental to their learning outcomes than mere connectivity issues.
This supports previous research indicating that learner-centered approaches and emotional engagement are fundamental to promoting sustained participation in online learning environments (Kahu, 2013.
Artino, 2.
Consequently, this study advocates for a more holistic, student-centered model of online educationAione that integrates not only technological competence but also socio-emotional support, flexible communication structures, and interactive content design.
Such a model aligns with calls for inclusive and humanized online learning practices that address the diverse needs of learners, particularly in contexts where digital inequity and psychological strain are prevalent (Bozkurt & Sharma, 2020.
Hodges et al.
, 2.
The results of this study indicate significant dissatisfaction among college students with online learning, primarily due to reduced engagement and perceived inefficacy in virtual classrooms.
These findings are consistent with previous research by Means et al.
and Alawamleh et al.
, which suggests that while online learning offers flexibility, it presents unique challenges that impact its According to Adedoyin and Soykan .
, online education faces substantial obstacles, including limited interaction and technical difficulties, which align with the challenges identified in Muhamad Uyun.
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This section discusses these challenges in detail and examines potential solutions in light of the existing literature.
A significant barrier identified in this study involves technical issues, particularly for students residing in remote areas with unstable internet connections.
Students reported frequent interruptions in connectivity, impacting their ability to engage in real-time learning.
This aligns with findings from Mohalik and Sahoo .
and Gama et al.
, who also observed that students in remote areas struggle with connectivity issues, with only 25% of students in their study reporting stable internet Similarly, studies by Joshi et al.
and Mustakim .
highlight that limited internet access, lack of technological skills, and difficulties in completing assignments are prevalent among online learners.
Such findings emphasize that addressing technical barriers is crucial for supporting equitable access to online education (Bich & Lian, 2.
Ensuring a stable technical infrastructure and providing digital literacy training can potentially improve student experiences in online learning environments (Muslim, 2021.
Uyun et al.
, 2.
Another prominent challenge involves the absence of a supportive learning environment, with students often facing external distractions, extended screen time, and insufficiently engaging instructional materials.
Consistent with the work of Chi and City .
and Irza .
, students reported that home environments were not conducive to focused learning due to various distractions and the absence of physical classroom settings.
Widayanti and Suarnajaya .
identified internal and external factors impacting online learning, including motivation, study habits, financial constraints, and an environment unsuited for studying.
Effective online learning environments must consider these factors, fostering a supportive atmosphere through structured schedules, engaging content, and efforts to reduce screen fatigue (Saud, 2021.
Bhuana & Apriliyanti, 2.
The lack of real-time interaction was a recurring theme in this study.
Students expressed concerns that limited interpersonal engagement adversely affected their learning experience and personal These findings mirror those of Purwanto et al.
and Mahyoob .
, who found that reduced student-student and teacher-student interactions are a key drawback of online education.
Limited interaction not only impacts academic outcomes but also affects studentsAo psychological wellbeing, as social engagement is critical to learning satisfaction (Azmat & Ahmad, 2.
Interactive platforms and real-time engagement opportunities, such as group discussions and collaborative projects, could mitigate these concerns, enhancing the social dynamics of online education (Geven.
Lasfeto, 2.
Low motivation emerged as the most significant challenge in online learning.
Students reported that the lack of physical presence and social accountability reduced their drive to engage with course Studies by Ying et al.
and Tanveer .
corroborate this finding, identifying reduced motivation as a critical barrier in virtual education due to issues such as technological anxiety, limited social interaction, and absence of direct support.
To address this, educators could incorporate motivational strategies such as gamification, goal-setting exercises, and regular feedback, as these methods have shown promise in improving engagement in virtual environments (Windyariai et al.
Kuama & Intharaksa, 2.
The study suggests several practical solutions to enhance online learning experiences.
Schindler .
recommends flexible approaches that allow students to access recorded materials asynchronously, which can alleviate stress associated with technical issues.
Fostering positive mental health through mood management strategies, as Hewson .
suggests, may also mitigate feelings of isolation and monotony.
Building interactive connections among students, joining online seminars, and ensuring thorough preparation for online classes are additional strategies that can enhance motivation and engagement (Radunzel, 2016.
Reed, 2.
This studyAos findings underscore the need for professional development for educators in managing virtual classrooms.
Training should extend beyond technical skills to include innovative pedagogical methods and assessments tailored to online learning, as suggested by Kuama and Intharaksa .
Muhamad Uyun.
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This qualitative research approach enabled a nuanced understanding of the specific challenges faced by students in online learning environments.
The in-depth interviews provided a rich context to student experiences, allowing for the emergence of themes that may be overlooked in quantitative studies (Schindler, 2.
However, the qualitative nature of the study limits the generalizability of the Future studies could benefit from mixed-methods research, combining qualitative insights with quantitative analysis to validate the prevalence and impact of these challenges across a broader sample (Reed, 2.
In conclusion, this study highlights the pressing need for comprehensive support systems in online Addressing technical barriers, fostering supportive learning environments, enhancing interaction, and implementing motivation strategies can substantially improve the online learning This research provides a foundation for developing evidence-based practices that adapt to the evolving demands of virtual education, contributing to enhanced student satisfaction and academic CONCLUSION In conclusion, this study highlights the substantial challenges that undergraduate students at Raden Fatah State University encounter in online learning, such as technical difficulties, insufficient support, limited interaction, and low motivation.
To overcome these barriers, students are encouraged to cultivate adaptability, prioritize emotional well-being, build peer connections, engage in seminars, and prepare proactively for online classes.
These approaches are essential in fostering resilience and enhancing studentsAo capabilities in an online learning context.
The insights gained in this study provide a foundation for both students and educators.
For students, understanding the obstacles to their learning empowers them to take active steps toward improving engagement and performance.
For educators, integrating interactive and flexible teaching methods suited to the online environment can enhance the learning experience.
Despite limitations in the qualitative approach, which may affect generalizability, the findings underscore the value of addressing online learning challenges holistically.
Future research should consider a mixed-methods approach, combining quantitative and qualitative data to verify and broaden these findings.
This approach, alongside longitudinal studies that explore evolving student adaptability, would offer valuable guidance for developing sustainable, effective online education strategies across diverse learning contexts.
The continued exchange of insights within academic communities remains essential in refining online education practices to meet the evolving needs of students and educators alike.
Acknowledgements: This research was partially supported by Raden Fatah State University funding.
Special thanks go to the faculty and students of the Islamic Psychology program for their indispensable insights and contributions, which significantly enriched the studyAos findings.
Their engagement in this research underscores the collaborative essence of academic inquiry and highlights the importance of reciprocal knowledge-sharing within scholarly communities.
Their contributions reflect the collective effort to enhance understanding and support the advancement of knowledge in online education.
In this section, you can acknowledge any support given, which is not covered by the author's contribution or funding sections.
This may include administrative and technical support, or donations in kind .
, materials used for experiment.
Conflicts of Interest: The authors declare no conflict of interest.
This research was conducted independently, and the authors affirm that there were no financial, professional, or personal relationships that could have appeared to influence the work reported in this paper.
All findings and interpretations presented reflect the authors' unbiased data analysis, and no external influence affected the representation of the research results.
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