UNDERSTANDING THE EXPERIENCES OF DIGITALLY DISADVANTAGED LEARNERS IN ONLINE COLLABORATIVE ENVIRONMENTS

This study investigates the emotional experiences and perceptions of digitally disadvantaged students engaged in emergency online learning during the COVID-19 pandemic in Malaysia. Focusing on undergraduates enrolled in a Chemical Process Engineering program at a public university in Peninsular Malaysia, the research employed one-on-one interviews with nine students who faced significant digital access challenges. The interviews explored students' emotional attitudes, frustrations, and coping mechanisms during the transition to online learning. Additionally, the study examined the effectiveness of virtual cooperative learning as an intervention to support their academic engagement and sense of connection. Findings reveal that digital disadvantages intensified emotional stress and academic isolation, while cooperative learning helped foster peer interaction and reduced learning anxiety. These insights highlight the need for inclusive online pedagogical strategies, especially during emergency situations, to support equitable learning experiences for all students.