Towards digital access during pandemic age: better learning service or adaptation struggling?

Towards digital access during pandemic
age: better learning service or adaptation
struggling?
Miftachul Huda
Abstract
Purpose – The presence of digital learning space is widely seen as there is an active engagement
between educators and learners. However, the challenge raised mainly amidst the pandemic age, which
is potentially leading to the interference on the active engagement in education process. The necessary
act to have a critical response from the student’s feedback towards the online learning services should be
taken into consideration in ensuring the continuance of teacher education in enabling to grab the
potential chance to advance the assessment of strategic approach in online learning. This paper aims to
examine the digital access during the pandemic age through elaborating the extensive value of better
learning service or adaptation for the online learning achievement amidst the pandemic age.
Design/methodology/approach – This study is conducted with a qualitative approach through the
particular method of data collection, namely, structured interview. This qualitative approach was selected
to enable obtaining the richness of information and related data. The insightful feedback will be coming
from 27 higher education learners.
Findings – The finding revealed that better design of achievement pathway on the digital access could
be enhanced in supporting the online learning performance through the online services. The main point
refers to look into detail about digital online infrastructure insufficiency for online access support and
improvements on digital online infrastructure for accessibility of learning service. The main occupations
are clearly pointed in the following phase. Those are empowering digital access for learning service
support and enhancing digital-adaptation for online learning achievement.
Originality/value – This study is supposed to contribute in assisting the value contribution with an
extensive point to continue the digital access during pandemic age through the adaptation
empowerment of higher learner’s online learning services.
Keywords Digital access, Pandemic age, Online learning achievement, Better learning service,
Adaptation empowerment
Paper type Research paper
Introduction
In the last decade, the advancement of digital technology with an internet access has given
a massive expansion in contributing the raise of the usage of online activities with the
various purposes, such as online shopping, online learning and online society interaction. In
particular, the massive expansion of advancement of artificial intelligence (AI) in the global
context could make a continuous shift to gradually reshape the various human activities like
businesses administration, economic trade practices and also education facilities into a
more sophisticated platform (Amin et al., 2022; Kautish et al., 2020). In the education sector,
for instance, the raise of adopting the portable electronic device like smartphone users
would lead to continue the digital platform in assisting the certain activities like remote
learning (Anshari et al., 2017; Pan et al., 2020). Such this achievement could contribute to
enhance the raise of consequence in transforming the experiences on digital advancement
Miftachul Huda is based at
Faculty of Human Sciences,
and National Child
Development Research
Centre, Universiti
Pendidikan Sultan Idris,
Tanjung Malim, Malaysia.
Received 27 September 2021
Revised 13 June 2022
12 August 2022
Accepted 22 August 2022
This research was supported
by University Research Grant
for Special Interest Group
(GPU-SIG), Universiti
Pendidikan Sultan Idris
Malaysia, with the reference
number 2020-0148-106-01.
PAGE 82 jFORESIGHT jVOL. 25 NO. 1 2023, pp. 82-107, © Emerald Publishing Limited, ISSN 1463-6689 DOI 10.1108/FS-09-2021-0184

within the various organisations platform as earlier mentioned. As a result, the extent of give-
and-take relationships from the recent development of AI might give a significant value
amongst users with the multiple purposes (Lee and Trimi, 2021). Since the advancement of
AI with its facilities offered, the scholarly attention should be particularly addressed to look
into detail on the digital access. The presence of digital learning space is widely seen as
there is an active engagement between educators and learners.
However, the challenge raised mainly amidst the pandemic age, which is potentially leading
to the interference on the active engagement in education process (Roll and Wylie, 2016). In
further, the challenges with risk and uncertainty as a result of pandemic circumstance have
given a serious outbreak mainly amongst higher education administration forced to operate
in an online platform. Such conditions could enforce the academic practices to scramble
shifting the online basis (Chen et al., 2020a). As a result, the support of digital availability to
link the online technologies should be considered to enable the online practice-based
instruction as an alternative model. The design of digital online course could typically bring
into the arrangement of time-consuming during such process to achieve instructional
design with learning assessment program (Kautish et al., 2019). Moreover, the extent of
digital learning assessment through expanding the communication strategy has to bring
along with an accessibility of technology support where the experiential value could be
attained in a proper manner. With this regard, the accessibility on digital environment
requires a consistent readiness collaborated into online learning services. The readiness
here refers to the digital infrastructure arranged by the stakeholder in ensuring the
education service fully supported during the pandemic. At this point of view, the clear
arrangement with a sufficient instructional modality of digital infrastructure for learning
service should be widely committed to ensure the online achievability (Pan et al., 2020). To
achieve this point, the open-ended points of view amongst the learners are encouraged in
obtaining their adequate feedback as a response towards their digital skill competence and
infrastructure sufficiency.
In addition, there are various works on the digital facilities and literacies on learning
expansion (Lee and Trimi, 2021; Roll and Wylie, 2016; Chen et al., 2020a; Knox, 2020),
while there is still a gap in fulfilling the particular attention mainly on the way to elaborate the
digital learning services with a commitment and infrastructure. The necessary act to have a
critical response from the student’s feedback towards the online learning services should
be taken into consideration in ensuring the continuance of teacher education in enabling to
grab the potential chance to advance the assessment of strategic approach in online
learning. This paper aims to examine the digital access during the pandemic age through
elaborating the extensive value of better learning service with an adaptation for the online
learning achievement amidst the pandemic age.
Literature review
The need for digital access in pandemic age
The constant effect of pandemic in the society has urged the contactless practice across
the varied sectors including social, education and business. As a result, the direct support
of platform in facilitating this situation with the contactless basis should be taken into
consideration on the digital arrangement (Iivari et al., 2020). The particular point is that the
digital access with the extent whether it comes from the devices, products and services
should be arranged properly in enabling all the societies to continue their tasks and works
(Bashir et al., 2021; Chen et al., 2020c). It is important to look at the digital access with its
availability in enabling the navigation process to all the users to have such facilities and
conveniences to underlie their performances and activities. With this regard, the continued
support of digital technology development throughout the varied platforms is needed to
give a sufficient contribution in facilitating the distance interaction especially the education
sector (Ouyang and Jiao, 2021). In giving the sufficient access of social interaction across
VOL. 25 NO. 1 2023 jFORESIGHT j PAGE 83

the varied purposes and activities amidst the online society, the growing advancement of
digital expansion with its features promised the continued support in the learning practices
and process. On this view, the model of digital access represented in facilitating the
learning process and service is like the sufficient fulfilment from both software and hardware
platform in guiding the proper direction to navigate the functions of digital access
expansion (Ocran and Afful-Arthur, 2021). The urgent needs of providing the digital access
with its features is required to have the commitment of directing the core value of continued
support of learning process and service.
In line with having a sufficient access on digital platform, it is important for both learners and
educators to get an active adaptation to support their teaching and learning practices. The
wide range of digital access is needed to provide the transmission tools, facilities and
services to support the distance education process and activities. Attempts to have the
commitment to develop the access of digital platform and tools required the stability of
infrastructure and providers in ensuring the constant and instant services transmitted
amongst the users (Nortvig et al., 2020). With this regard, optimising the digital access
mainly in the pandemic age requires the education sector and actor to organise the
strategy to ensure the beneficial value taken through the digital learning environment. The
strategic arrangement on fostering the support of digital teaching commitment aims to
enhance the paradigm of new education approach in the sense that could gain the well-
prepared form on transforming from physical to virtual approach (Julien, 2018; Lester and
Crawford–Lee, 2022). The continued support of digital access in assisting the learning
practices amidst the pandemic should be arranged through developing the well-designed
plan on the way to get digital access and maintain its stability. As a result, the shifting
paradigm of physical and virtual basis in committing with the actual response towards the
global demands is needed to have the sufficient preparation of organising the appropriate
manner in responding to the significance of managing the sudden replacement of digital
learning environment amidst the pandemic age (Biwer et al., 2021; Cope et al., 2020).
Enhancing the digital access with its stability requires an online modality provided through
managing the strategic manner in facilitating both process and practices of digital learning.
As such, attempts to provide the digital access with a proper manner is needed to develop
a clear direction in driving the vision in the pathway of achieving the main purpose followed
by the actual plan and implementation (Figure 1).
In addition, the strategic practice on enhancing the digital access with an online modality
requires an extensive value proved through the constant stability to prove the
recommended approach in achieving the mutual accessibility scenario. With this regard,
attempts to achieve the clear vision of taking a valuable insight with the technology access
need to arrange the appropriate phase managed through the planning management
Figure 1 Need for digital access in pandemic age
PAGE 84 jFORESIGHT jVOL. 25 NO. 1 2023

(Aguilera-Hermida et al., 2021; Chen et al., 2020b). The aim is to manage in ensuring the
education actors especially learners could have the consistent facilities for the online
process and practices. Through having the remote based instructional design, the
additional value of digital access, the stability of having an online facility and platform is
prioritised to provide a conveniences and services with the mutual access amongst the
general users, where this is of course those with the exclusive disabilities (Feng and Law,
2021). In the attempts to enhance the inclusivity and expand the productivity through the
digital access, an active participation in managing the economic, social and mainly
educational sectors should be taken into consideration to obtaining the constant
commitment of digital infrastructure. As a result, the significant value to achieve the digital
accessibility could be well arranged with the digital infrastructure sufficiency in order that
the benefit and value could be advanced one of which is through the requirements in
providing widely used technology for the digital access stability (Mohammed, 2019; Singh
et al., 2021b). One of the examples is such as the arrangement of digital facility equipped
with the digital tool for the practical assistance in the learning process where this is also
facilitated through driving the directions on the target achievement plan.
In further, the digital access enhanced through the digital devices and facilities providers in
running the online activities is potentially considered in supporting and underlying the
process of digital transmission and expansion. The value aims to provide a substantial
bridge in facilitating the distance education basis through an online service platform. The
accessibility transformed into the societal environment requires a sufficient elaboration to
further transmit the information access through an online supported instruction (Huang and
Zhang, 2021). The elaboration on digital access in the education sector especially needs a
constant performance on obtaining an information access as this becomes an initiative to
deliver the online information for the learning practices and process. The continued plan
and implementation of digital access urges in enforcing the content delivery with the sound
quality in advancing the instructional process into being more attractive and convenient
(Seabra et al., 2021). As a result, the potentials of such essential advancement played a
significant role in providing the users to have a learning experience with an attempt to
optimise the online access. Moreover, the proper arrangement in the attempts to maintain
an online accessibility should be initiated with providing an appropriate plan into digital
infrastructure and devices to support the balance between practices and interactive
process (Limniou et al., 2021). It is important to take a note that the strategic attempts in
managing an underlying support of digital access with its featured functions aim to expand
the significant value of accessibility on the digital online stability. With this regard, the
mutual assistance on gaining an interactive instruction process and practices in digital
online facilities is needed to have an active engagement in the point of achieving the
required facilities and practices (Doll et al., 2021; Syofiarti et al., 2021). In the attempts to
have the digital access relevant to the needs amidst the online society background, its
sufficient infrastructure should be strategically managed to ensure the pathway on driving
the learning process and services in achieving the target plan and attainment. The strategic
achievement in obtaining the significance of digital access needs to bring the continued
support of digital online sufficiency as this might give a substantial value to obtain the
achievement (Singh et al., 2021a; Zainul et al., 2021). As such, both procedure and process
are required to have an ability to think of and carry out the learning with the wide range of
online facilities. Towards moving beyond the borderless space basis, attempts to transmit
the mutual access need to be equally expanded by disseminating the virtual information
relevant to the education sector in particular.
Digital access to support learning process and service
Referring to an active participation with an ability to get involved in electronic and online
platform, the arrangement of digital access including technological advancement and tools

could be expanded through internet and computer facilities. The main purpose is to enable
an active participation amongst the users in allowing them to adapt and adopt the digital
platform in facilitating the community activities, mainly in supporting the learning process.
The fully digital access is important to ensure all the users including both educators and
learners to have participated in the digital society and community with varied tasks (Faraj
et al., 2021). Attempts to manage in providing the access of digital online platform are
strategically needed with the scheme of well-arranged pathway to assist the process of
education and learning practice. The occupation of having the constant and continued
access of digital online platform is required to support the process of learning with a smooth
basis. Moreover, the sufficient knowledge comprehension needs to have the strategic
practice and commitment in facing the barriers on digital online accessibility possibly
occurred during the process (Silamut and Petsangsri, 2020). One of the examples could be
viewed such as the limit access on virtual learning environment because of the varied areas
coverage of having the internet access. As a result, the proper management in making a
balance of access needs and demands should be stabilised with arranging the digital
online conditions towards the provided facilities amidst the circumstance referring to both
contents and context.
In further, the required arrangement of digital accessibility in underlying to implement the
learning process refers to achieve both sufficiency and continuity as strategized in the
guidelines and procedures. As a result, the empowerment of digital access with an online
capacity with capability requires the constant supplement in providing the accountability
with the strategic guidelines to the personalised adaptation and adoption (Marston et al.,
2020). In terms of having the personalised engagement in digital access, the strategic
attempts to properly adapt the digital online access have to begin with looking carefully into
detail about the online platform in ensuring to fulfil the actively mutual engagement towards
the monitoring system. The important value is that gaining the clear purposes in driving the
pathway of education stakeholder in the making decision of digital online access needs to
sufficiently regulate the proper arrangement of suitability and profitability to support the
learning process (Goldberg et al., 2022). With this regard, an appropriate use together with
accessible facilities on digital online is required to have an enhancement on regulating the
guidelines mainly about the way on managing the technology and its provided features.
Moreover, the active enhancement to organise both comprehension and implementation of
digital online activities should involve the digital users and individuals in joining the process
with a planned arrangement scheme and schedule (Adnan and Anwar, 2020). The
particular arrangement of managing the digital access for the learning support requires
those involved in the institutional actors in playing their role to assist the overall process on
providing the online infrastructure.
In addition, the advanced development of technological enhancement aims to providing
and continuing the digital access to support the learning process. With a sufficient initiative
in expanding the digital skills, strategic attempts in underlying the abilities to drive the
pathway of digital access is required to commit with the mutual understanding of digital
arrangement towards others’ constraints, needs and outcomes basis (Agustina and Cheng,
2020). Moreover, the strategic attempts on achieving the objectives and agendas to fulfil
the digital access should be aligned with sharing the common ground of multiple
stakeholders in the efforts to take a balance on gaining the educational value. On this view,
the practice with an extent of achieving the valuable insight of digital access is required to
accommodate in balancing the competition and inclusion mainly amongst the users from
the varied digital backgrounds (Agormedah et al., 2020). The enhancement process of
accessibility on online platform has to be configured dominantly to have a sufficient
inclusion in sharing the pathway with an ability for educational institution sector. In
particular, the digital access amongst the marginal group in a rural area for instance should
have a sufficient deserve in fulfilling the need to care and aid in further inclusion (Fauzi and
Khusuma, 2020). As such, the strategic attempts on fulfilling the digital online confidence

and commitment to support the learning process and service should be reinforced to
expand the societal understanding (Figure 2).
In line with advancing the digital access for learning service, the sufficient comprehension
on the technology arrangement to aid the users in achieving the digital support could be
implied with having an ability to reflect into a practical manner basis. In this view, the mutual
arrangement of digital access with an ability to expand considering an assistive technology
to imply along with equal users (Dong et al., 2020). As a result, the futuristic plan should be
arranged in acting to provide a continued support of digital online accessibility amongst the
variety of areas involving vision and hearing limitations. With this regard, the digital inclusion
amongst all people with diverse digital literacy background for instance has to face a barrier
to come with a properly practical manner adjusted into an online circumstance (Morgan,
2020). To achieve the digital access, providing the learning service should come up with
obtaining the present accessibility guidelines arranged to have a sufficient comprehension
on the certain limitations together with the widespread of effectiveness and utilisation of
digital access solutions (Kamal et al., 2020). To achieve such comprehension, the proof of
having a concrete evidence is configured into obtaining the effectiveness of standards and
recommendations on looking into detail about the guidelines complexity in the way to
design and develop services and products within accessible circumstances (Raza and
Khan, 2021). In the attempts to provide the digital tool and infrastructure accessibility, the
digital arrangement associated with Web-based online sources for the content could be
used through managing the digital guidelines to drive a pathway into accessibility solutions
together with cognitive ability to face the difficulties. As such, the strategic arrangement of
digital access to give insights into guiding the digital tools in the creation of the friendly user
should do with an accessibility guideline concerned to both product and service design
development on learning service.
Digital adaptation for online learning achievement
Adapting the digital platform requires the sufficient knowledge detail and practice in
enabling the users to follow the process with the procedures. The strategic attempts on
adapting the practical manner amidst the online space and circumstance is required to
continue the supporting value to manage the adaptation strategy in driving the pathway to
ensure in achieving the online learning process (Bishop et al., 2020). The main concern in
having an adaptation of the digital platform should do with enhancing the infrastructure and
facilities provided in managing the practice configured into the clear plan arrangement.
With this regard, the strategic alignment in having a clear inquiry arranged with the digital
technologies needs to point out a sufficient construction on building accessibility amidst the
online societies (Perdana and Mokhtar, 2022). As a result, the adaptation of digital platform
and facilities in supporting the learning process could be made through arranging the
Figure 2 Digital access for learning service support

strategic practice in managing properly the digital infrastructure as planned by both
government and industry strategic cooperation. The potential value aims to have a sufficient
organisation in supporting the online learning practice and thus to achieve the learning
efficiency. In terms of having a consequence on achieving the way to transform the digital
online facilities, the sufficient adaptation in continuing the clear direction to expand the
practical implementation of learning process is required to bring along with the sufficient
information through the phases including comprehension details, skills and abilities and
also facilities as arranged by the government throughout the varied forms of programmes
and policies (Azionya and Nhedzi, 2021; Ena and Abdrakhmanova, 2017). In getting
accessibility framed to assist the pathway in reflecting the way to go in the context of digital
environment space, it is important to have a sufficient information on expanding the
achievability on online platform. Amidst the society with various digital talents, for instance,
the wide range of stakeholders would need specifically to have an active involvement into
the actual condition to look into the circumstance.
In this view, the balance between benchmark of vision to achieve and actual condition
should be taken reconsideration in forming the plan arrangement on getting an active
participation to stay connected within the online (Zartha Sossa et al., 2019). As a result, the
arranged practical manner should work particularly on obtaining an accessibility
commitment like through Web accessibility in forming the placement, training and
examining accessibility within workspaces. The accessibility committed in the educational
sector should come up with a clear vision framed to look into the surrounding issues to
respond what kind of barriers to accessibility (Singh et al., 2021). Thus, the proper
adaptation should do with an accessible solution to fit into the various contexts in underlying
the way to move forward the traditional to virtual version to expand the digital society. On
this view, the massive expansion of digital infrastructure installation has to bring along with a
norm of getting accessibility with following the standards guidelines (Figure 3).
In further, the extent of preferred accessibility standard should be developed in enabling
the across partnership on information dissemination process (Kang et al., 2019; Shahzad
and Imran, 2021). As a result, the strategic adaptation in monitoring the digital tool within
environment has to bring along with establishing the multi-stakeholders’ effort in enabling
the easiness commitment to comprehend the multiple standards. It is a valuable insight to
arrange an outline in providing an accessible transmission with an insightful feedback in
Figure 3 Digital adaptation for online learning achievement

getting well adapted towards the digital environment. With regards to the sufficient
coordination in making digital tool accessible to all users, the strategic comprehension on
looking into detail about the support to promote a production of content should be
enhanced to provide a clear transmission of digital content (Maseleno et al., 2019; Walia,
2020). In this view, the digital arrangement and use of getting an independent user to assist
in adapting the accessible content creation should bring a mutual line of conforming to the
Web content accessibility procedure. As such, the strategic guideline in monitoring the
digital access for online achievability has to go through evaluating the users’ technology
comprehension towards the variety of Web browser, social media platform and also other
online platform (Kautish and Sharma, 2019; Rapanta et al., 2021). It is sure to commit with
the digital online comprehension arranged into the practical manner as an attempt to
respond the accessible technology platform in enabling all persons including those with
disabilities to have a mutual chance to use and access relevant information.
In the education sector, such guidelines would need to enhance the online infrastructure
capacity to support the access of digital online pathway arranged to enhance accessibility of
all content. In this view, the form of getting an accessible standard with digital tools through
accessing Web content has to meet the strategic criteria perceived into a practical manner of
guidelines. The strategic achievement could be viewed to checkpoint the norms that are
operable, perceivable and understandable to all users with addressing professional and
ethical balance arrangement (Huda and Hashim, 2022; Kautish et al., 2020). There are some
aspects to take note, content availability in enabling the users to have a look of a clear picture
of relevant information. The following is on the operable basis referring to an ability to give a
feedback towards content in enabling an understandable pathway (Sense et al., 2021). With
this regard, the pathway of comprehending the content through performing the adaptation
should have a sufficient process on the degree to which content can work with present and
future technologies. The expansion of particular types on looking into the degrees of
compliance in Web content accessibility is widely transformed into the digital adaptation
concerned in enabling the pathway of content accessibility and online service stability (Huda
et al., 2021; Malik and Brem, 2021). As a result, the adaptation in creating the specific
compliance on digital arrangement circumstance has to bring along with the progressive
expansions. Those include the requirement of captions followed with live events where the
extent of full descriptions could be delivered into the visual information.
Methodology
Research design
The approach of this study is through qualitative basis through structured interview. The
instrument of this approach was selected to assist in ensuring the deep exploration with
elaboration amongst the participants. Conducting the qualitative interview scenario is properly
fitted to the case study to assist in obtaining the research finding more specific and
comprehensive (Creswell, 2009). The following phase of research design consists of structured
interview as primary data, followed up with field notes and diaries implemented to support the
interview data. Attempts to ensure the finding enrichment are through following up the process
and procedure of research protocol so that the qualitative-based instrument could be arranged
in particular to the main objective (Merriam and Tisdell, 2015). The main examination aims at
focusing on elaborating the digital access during the pandemic age (Table 1).
The further exploration is looking into detail whether digital access would refer to an extensive
value of better learning service or adaptation for the online learning achievement amidst the
pandemic age. Moreover, the two main orientations are as follows: digital online infrastructure
insufficiency for online access support and improvements on digital online infrastructure for
accessibility of learning service. The particular value of this qualitative design is to achieve the
richness of related data and information (Mills et al., 2006) (Figure 4).

To ensure the objective achievement, the design of instrument to collect the data has been
made through a further elaboration with the literature analysis procedure. This is carried out in
ensuring the particular result including the coding of data, instrument distribution and also
analysis procedure could be made properly in line with interpreting the main research objective.
The extraction process of data comes from the interpretation phase and based from the main
achievement of results so that it would lead to create the research development design.
Participants
The main objective of this research aims at examining the digital access during the
pandemic age, where the critical exploration would lead to have a look in detail whether the
extensive value could refer to better learning service or adaptation. The particular scenario
was designed during the online learning process to assist the achievement amidst the
pandemic age. Through carrying out the structured interview, the empirical data were
obtained with the arrangement of purposive sampling, where the number of 27 higher
learners were involved in this study (Figure 5).
Table 1 Research objective and research question
No. Objective Research question Data collection instrument Data analysis
1. To examine the digital
online infrastructure
insufficiency for online
access support
In what extent the digital
online infrastructure
insufficiency to support
online access?
Structured interview Thematic analysis with
NVivo 12.0
2. To assess the
improvements on digital
online infrastructure for
accessibility of learning
service
How are the improvements
on digital online
infrastructure for
accessibility of learning
service?
Structured interview Thematic analysis with
NVivo 12.0
Figure 4 Research design

This basis was considered to give a proper representation towards the population where
the all individuals involved in the study could be determined as the sample (Creswell, 2009;
Richards and Morse, 2012). The main purpose is to give a clear picture for the researcher to
carry out the data collection process and analysis with an accurate basis. As such, the
procedural arrangement should be made by identifying each participant. The procedure
could be made such as the first male student formed as “MS1,” or first female student
formed as “FS1”.
Data collection
The data collection was carried out through distributing the questions to the participants,
where the inquiry process is based on the research objective. The further process of
determining the direction towards the participants’ expression in responding to the
questions was performed through having the arrangement of structured interview with the
scheduled arrangement process. Such attainment could be well performed during the data
collection through enhancing reliability and credibility of research data (Guest et al., 2012).
Conducting the structured interview amongst the involved participants should come up with
performing the appointments and arrangement in terms of determining time schedule
properly. Amongst the 27 higher learners involved in this study, the procedural arrangement
was made with the natural setting of qualitative research attributes. As a result, the listed
participants were involved to give their expression and perspectives on the research issues
based on the objective (Figure 6).
Such process consists of attempts to perceive the behavioural side as the indicators to give
an expression, where strategic phase of possessing the face-to-face scenario could also be
engaged to give an active response towards the research objective and question with a
clear direction (Creswell and Creswell, 2017). In particular, the scenario arrangement of
having the main orientation of the result was performed in focusing on obtaining the details
of patterns including impressions, feelings and behaviour amongst all respondents. With
Figure 5 Participants’ selection

this regard, the data collection could be carried out through an active arrangement of both
direct and indirect information screened from the empirical data of structured interview
(Creswell, 2009; Wuetherick, 2010). Thus, the process of collecting the information from
such involved participants could refer to the main instruments distributed amongst them.
Moreover, the process of giving the response from the respondents could be delivered
through the way of answering the questions as arranged in the instrument.
Data analysis
The process of data analysis on this study refers to the scenario of qualitative-based
approach. Because the further analysis in this study involved the structured interview, all
such data have been streamlined in the text and the final report. The development process
of analysis scenario comes from designing the open coding in which the potential theme will
be created based on the main point of each participant’s interview data (Creswell and
Creswell, 2017). The further process is carried out with constructing the axial coding. The
coding process was made through using Nvivo 12 software tool. Such approach was
organised to assist in considering the restructuring process and understanding the
empirical data through an active generating phase of category and sub-category. This
scenario was approached in ensuring the relating data together in a mutual line basis
(Figure 7).
The arrangement consists of the following phase including revealing the code, followed
by the category and also subcategory on the empirical data from the participants’
expression. The expert validation is also made in ensuring the theme created could be
Figure 6 Data collection procedure

within the operational definition of theme. The validation process would lead to enhance the
mutual line of theme from which the revising phase of theme and subtheme could
be considered after having the approval from all participants and experts. On this view, the
pattern of data analysis to be made could be delivered to the framework matrix, in enabling
the clear mapping process towards the empirical data. In this study, the thematic analysis
was performed through the various steps of critical examination process towards the
themes. Such themes could give a clear picture of having an understanding towards the
main meaning and context.
Theme categorisation procedure
To create the themes as the result of finding, the development design of theme
categorisation was carried out through constructing the coding process. The procedure in
deciding the results through coding process to build the themes should be oriented to the
strategic aspects on the way to select the themes from the interview data. The built themes
should be constructed from the agreed form of interview analysed. The indication is that the
number of participants in stating intrinsically and extrinsically in line with the questions is
more than half from the overall size (Figure 8).
In particular point, the participant involved with the number determination in this study
comes from 27 higher learners meaning as the overall participant number. It is only being
considered as the theme if it is stated and agreed clearly by more than half of overall
participants, for instance 16 participants. At this point of view, the aspects to be mentioned
during the interview process could be formed as perspectives, opinions and expressions
amongst them. As such, the considered theme was selected in the discussion section
together with labelling the code of participants. The determination procedure is that the
more mentioned clearly amongst the participants during the interview could be more
considered for being the theme in the discussion.
Results
Digital online infrastructure insufficiency for online access support
The first finding indicated the digital online infrastructure insufficiency in supporting the
online access support. The theme was addressed by all the participants (MS1, MS2, MS3,
Figure 7 Data analysis procedure

MS4, MS5, MS6, MS7, MS8, MS9, MS10, MS11, MS12, FS1, FS2, FS3, FS4, FS5, FS6, FS7,
FS8, FS9, FS10, FS11, FS12, FS13, FS14 and FS15). The clear indication is that the real
influence of the pandemic age could give an enforcing scenario to adopt the online platform
in facilitating the learning process and practices. Moreover, the constant enforcement on
digital platform adoption has also given into the administration activities. The drastic
paradigm shift of academic practices with the digital online access and support is being the
sole approach as the constant impact due to the infrastructure insufficiency mainly amongst
the learners in facilitating it into their digital online activities (see Table 2).
Paying a serious attention has been given into the struggle on online access due to the
digital infrastructure sufficiency as this might disrupt to support in gaining the learning
process and practices, as stated by one participant in the following below:
In my opinion, the infrastructure that can help the teaching and learning process in online
platform is still lacking, especially in the provision of online access. This is clearly evident when
there are some areas, especially rural areas that do not have fast internet access to attend
classes or follow programs implemented online. I also did not run away from this problem, where
my village which is located quite a bit far from the town area makes the internet access in my
village less good and less stable to conduct online learning sessions. (MS4)
In addition, the subsequent point indicated the digital infrastructure mainly amidst the rural
area needs a constant access of online stability. The location-placed infrastructure with
the stable access of online could lead to the education process and activities because the
instruction is totally with the distance-based learning. In particular, the focus pointed out the
lack of rural location- infrastructure apart from the online stability could be the one major
challenge, additionally with the poor internet access, as this might give an impact in
Figure 8 Theme categorization procedure

facilitating the learning instruction with more access stability. This is as indicated by one
participant in the following below:
In my experience, during this online study (online) there are many shortcomings from the
infrastructure, especially in telecommunications internet access. The teaching and learning
process becomes disrupted when it rains heavily, then, there will be internet problems that
cause me to not be able to enter the classroom in the space of Google Meet, Webex Meet and
Microsoft Team. So, with that problem I would miss out and not be able to enter the classroom
during the teaching and learning process. (MS6) (Figure 9)
Table 2 Digital online infrastructure insufﬁciency for online access support
No. Participant
Insufficient digital infrastructure
Struggle on online access Lack of digital device Lack of rural location-infrastructure
1. MS1 H H H
2. MS2 H H H
3. MS3 H H H
4. MS4 H H H
5. MS5 H H H
6. MS6 H H H
7. MS7 H H H
8. MS8 H H H
9. MS9 H H H
10. MS10 H H H
11. MS11 H H H
12. MS12 H H H
13. FS1 H H H
14. FS2 H H H
15. FS3 H H H
16. FS4 H H H
17. FS5 H H H
18. FS6 H H H
19. FS7 H H H
20. FS8 H H H
21. FS9 H H H
22. FS10 H H H
23. FS11 H H H
24. FS12 H H H
25. FS13 H H H
26. FS14 H H H
27. FS15 H H H
Figure 9 Digital online infrastructure insufﬁciency for online access support

In further, the next point to result from the digital online infrastructure is clearly indicated
because of the lack of digital devices such as mobile phones and laptops. All these could
lead to the major challenge on the learning process and practices. As the impact point on
learning scenario and procedure, the continuous challenge could simply affect to the
learning performance amongst learners mainly in completing the assignment, individual or
group. This is as noted by one of the participants as stated in the following below:
For my view, poor internet access also causes all the information that needs to be searched to
complete the assignment given by the lecturer to be interrupted when it is interrupted, causing
the assignment submission date to be missed. Therefore, the importance of a good broadband
system to facilitate students and lecturers to conduct learning more effectively (FS14).
Improvements on digital online infrastructure for accessibility of learning service
The next point in the attempts to enhance the sufficient online accessibility requires the
improvement on digital online infrastructure, as noted by all the participants (MS1, MS2,
MS3, MS4, MS5, MS6, MS7, MS8, MS9, MS10, MS11, MS12, FS1, FS2, FS3, FS4, FS5, FS6,
FS7, FS8, FS9, FS10, FS11, FS12, FS13, FS14 and FS15). The extensive development to
improve the digital infrastructure could be made in expanding and focusing on the area-
based distribution of facilities (See Table 3). As the major aspect in improving the digital
online infrastructure, the strategic attempt on ensuring the facilities could be distributed in
the basis selected in each space mainly in the rural area. This is as stated by one
participant:
In my opinion, among the recommendations that need to be done to curb this from happening is
to improve the existing network for the better. This should be focused on rural areas. This is
Table 3 Improvements on digital online infrastructure for accessibility of learning service
No. Participant
Improvements on digital online infrastructure for accessibility
Area-based
distribution of facilities
Additional internet
access
Involvement of the
higher education agency
1. MS1 H H H
2. MS2 H H H
3. MS3 H H H
4. MS4 H H H
5. MS5 H H H
6. MS6 H H H
7. MS7 H H H
8. MS8 H H H
9. MS9 H H H
10. MS10 H H H
11. MS11 H H H
12. MS12 H H H
13. FS1 H H H
14. FS2 H H H
15. FS3 H H H
16. FS4 H H H
17. FS5 H H H
18. FS6 H H H
19. FS7 H H H
20. FS8 H H H
21. FS9 H H H
22. FS10 H H H
23. FS11 H H H
24. FS12 H H H
25. FS13 H H H
26. FS14 H H H
27. FS15 H H H

because, rural areas are very difficult to find a strong internet network even so even climbing a
hill sometimes there is a network and sometimes there is not (MS3).
In addition, particular attention should be given to improving the additional internet access
mainly in the certain area having the difficulties for online access. The necessary
improvement is required to support the existing facilities by developing more in upgrading
the internet access in the certain area that needs more internet access. The learning
support could be improved through enhancing the internet access stability, configured with
managing the skills and devices in adapting and adopting these into the learning process
and practices. This is as addressed by one of the participants stating the following below
(Table 3):
In my opinion, the shortcomings found in conducting teaching and learning at home especially
on online service can be made improvements. For those who lack internet access, it is
necessary to make improvements in providing a place in the town or city that provides free
internet access for use by students in the area (FS10) (Figure 10).
In further, one of the improvements could be made in managing the challenges of digital
infrastructure issue through paying attention given to the involvement of the higher
education agency. The particular point is to enable the wider mapping process in looking
into detail about the issues which needs to solve. On this view, the report arrangement
could be properly managed amongst the respective faculty for instance, in order to assist
the solving problem which could be forwarded to the government agencies. This is as
stated by one of the participants in the following below:
In my opinion, the improvement of infrastructure in the implementation of online learning service
is that students with poor internet access need to report the current situation of students to their
respective faculties. This is so that the faculty has a record of students and will help students to
solve their problems, for example, the student is given the opportunity to stay in a residential
college during the online learning session. Next, the government needs to provide free internet
data to underprivileged students (FS15).
Analysis and discussion
Empowering digital access for learning service support
The main essence of digital access in supporting the learning service should do with
expanding the improvements to empower the digital online infrastructure in facilitating the
accessibility of learning service. The critical assessment on the way to manage and
maintain the digital access is required in contributing the online service into the learning
Figure 10 Improvements on digital online infrastructure for accessibility of learning service

process and practices (Khalili et al., 2021; Zhou, 2022). With this regard, the strategic
attempts to obtain the digital online access in facilitating the learning process and practices
are needed to constantly manage the support from the digital online infrastructure. It is
important to enhance the stability of managing the transmission of digital access with its
featured facilities in achieving the significant contributions to support the learning process.
In the attempts to strategize the achievement of an extensive digital learning, the
requirement of having sufficient digital online infrastructure should be fulfilled with a
significant contribution to complement an extensive point on continuing the adaptation
empowerment of online learning services (Goldberg et al., 2022). Moreover, the need to
further expand with an extensive empowerment of digital access in pandemic age should
be taken into consideration in actualising the strategic approach of learning instruction. The
core value in empowering digital access should do with having an active engagement on
optimising the digital infrastructure. On this view, the influential factor in having a sufficient
adaptation as the subsequent phase on managing the digital online arrangement needs to
further develop the digital infrastructure with its stability and facility (Chen et al., 2020a;
Knox, 2020). As such, developing the strategic pathway in driving the digital online access
for learning process and practices is substantially required to adapt the digital online
facilities with having the technological affordance capacity.
In addition, the actual practice on empowering digital access in supporting the learning
process and practices should come up with having a detailed comprehension implemented
through the strategic development scenario. As a result, the continued maintenance of
digital access to ensure its potentiality for the learning process and practices is strategically
configured to support the advancement about the significance and competence (Huda
et al., 2022; Lester and Crawford–Lee, 2022). With this regard, the digital learning
enhancement in this context requires a constant stability of digital access with optimising
the sufficient digital infrastructure. The digital competency enhanced to support and
monitor the learning direction should be taken into consideration to have a sufficient
comprehension about both usability and functionality to manage an adaptation and
adoption of professional and ethical balance. The particular attention should be given into
monitoring the digital access amongst the learners so that its support essentials and
potentials could be managed properly in line with providing the digital platform for the
learning process (Anshari et al., 2017; Bashir et al., 2021). In the attempts to build
the supporting service through digital access for the online learning with a distance basis,
Figure 11 Empowering digital technology accessibility for learning service support

the strategic empowerment on managing the accessibility with the digital tool supply
requires a constant accessibility towards the online data capacity. As a result, an
intersection of digital infrastructure is arranged with an instructional approach on achieving
technical capacity to ensure the online learning service (Schiff, 2021; Chen et al., 2020c). At
this point of view, the strategic effort to manage the learning pathway on optimising the
learning support is necessary to have a sufficient capacity mainly on the digital
infrastructure. It is important to manage the gateway in opening the mutual access of
learning service within capable, autonomous and self-directed basis (Figure 11).
In line with the gateway of empowering digital access, the continued support of its
infrastructure such as online data access, portable digital device and also digital online
capacity should be taken into consideration to maintain the digital online transmission more
accessible to support the online learning process and practices. On this view, the digital
skills aligned with the strategic approach to respond properly amidst the circumstance
should be continually strategised in the attempts to optimise the digital online accessibility
(Ocran and Afful-Arthur, 2021; Silamut and Petsangsri, 2020). Through having the sufficient
online data in the capacity to obtain an online information platform, the continuity of gaining
the solving strategy on the digital-divide has to bring along with the initiative on the digital
skills in underlying the instruction process. As a result, both comprehension and
implementation are strategically required to have a mutual concern in responding to the
raising demands on providing the learning opportunities in online service. The sufficient
adoption of enhancing the distance learning in the attempts to the instructional design on
digital environment should be properly adopted by adapting its digital infrastructure
provided to supply the learning materials for instance (Mulyadi et al., 2022). The digital
access towards the wide range of such materials needs a consistent determinant in
enabling the learners’ active engagement to continue the distribution on education process.
Within the online service provided by the digital infrastructure, such achievement should
come up with a clear arrangement on the ability to manage a proper strategy on digital
delivery structure (Seifert, 2020; Marston et al., 2020). As such, the sufficiency of digital
infrastructure played a significant role in distributing the online learning service better so
that the continued support of this arrangement becomes an outstanding value to contribute
into responding the online transformation process and practices.
Enhancing digital-adaptation for online learning achievement
The enhancement of having digital adaptation in supporting the learning service with an
online platform is being an outstanding need and demand mainly amidst the pandemic
age, as the contactless point is becoming an ultimate purpose of its entire process. In this
view, reflecting pathway of online learning achievability should have a continuous support in
driving adaptation on digital environment circumstance (Adnan and Anwar, 2020; Agustina
and Cheng, 2020). To achieve this value, the strategic feedback from this learners’ digital
arrangement requires a sufficient adaptation on digital use and usability within the learning
instruction design and delivery in the education context. The adapted instruction scenario in
improving the direction of learning enhancement should be properly managed to ensure the
online learning achievability (Agormedah et al., 2020; Fauzi and Khusuma, 2020). In the
attempts to strategize the online learning service across the life span, the instruction with an
advancement process of advancing the digital access should do with applying for
continued support of activities through self-directed learning on online service. The
determination in regulating the helpful points with an essential value on online learning
service could be made through identifying a direct actor of learning process, learners, as
this could be consciously applied with enhancing the support towards the digital online
learning environment (Dong et al., 2020; Morgan, 2020). The digital online instruction
designed with infrastructure sufficiency should come up with suggesting logical pathway of
online learning service to contribute the learning advancement process (Figure 12).

In terms of enhancing digital-adaptation, its critical overview would lead to expand online
learning achievability where the mutual chance to get access on online service is potentially
an initial point. To achieve the digital infrastructure sufficiency, the technology-enabled
instructional arrangement would underlie the practical manner on digital environment
space, as this would lead to engage the flexible circumstance to get a clear negotiation on
assessment process (Kamal et al., 2020; Raza and Khan, 2021). Moreover, the wide range
of facilitation in reflecting the development of learning confidence should be involved to
design the extent of digital learning adaptation. In particular, considering the particular
consequence for practical arrangement on digital space would need to develop the policy
by the support of an instructional change and practice (Bishop et al., 2020; Ena and
Abdrakhmanova, 2017). Such strategic approach designed in fostering the online learning
service could have an outstanding value to directing the learners’ self-arrangement through
online service achievability. Managing the learning potency development in supporting the
instructional design with digital space should have a clear detail on comprehending how it
works within the vision plan (Aminin et al., 2018; Zartha Sossa et al., 2019; Singh et al.,
2021). This attainment would need to get a sufficient access of digital online service, and
this could begin with applying the instructional design in fostering the technology enabled
education process. As a result, the tactical implementation with an active engagement
amongst the learners should do with getting a well-arranged digital infrastructure including
online data access and portable devices (Kang et al., 2019; Walia, 2020). The purposeful
support requires to have a sufficient support of digital infrastructure capacity in adapting it
into what to do in line with the online practice and process.
In further, the digital platform provided in offering an instructional approach for the online
learning process and practices should be well arranged to have a sufficient link to the
digital setting. In the attempts to manage and maintain the development of digital learning
competence, the digital infrastructure for online accessibility should be particularly adapted
with bringing into additional online data (Feng and Law, 2021; Mohammed, 2019; Ouyang
and Jiao, 2021). It is clear that the continued digital stability is required in giving a proper
gateway to enable the running process of online learning service. Attempts to consider the
way on building the digital skills should be initiated with reshaping the pathway on the
critical exploration to ensure in making online possible for the stabilised accessibility. With
Figure 12 Enhancing digital-practical adaptability for online learning achievability

this regard, the strategic effort in following the digital skills needed for the learning support
in this case requires a substantial value of optimising the actual involvement of digital
capacities and capabilities (Biwer et al., 2021; Huda, 2022). The optimising procedure
needs to actively engage in reconstructing the digital infrastructure amidst the limit of area
coverage on online structure. The contributions in supplying the further access and service
of digital access should be arranged properly in line with expanding in its process for the
digital learning enhancement into contributing the better online experiences. As such, the
digital infrastructure sufficient is potentially arranged to ensure the continued support of
learning instruction process and practices. Moreover, the strategic idea in intertwining the
guidance principles is required to apply for the current trends of digital capacity and ability
considered in particular into the capacity to access an online platform setting (Julien, 2018;
Nortvig et al., 2020). At this point of view, the sufficient application on gaining the digital
accessibility with online service stability needs to be arranged through the actual settings
relevant to continue learning and education process and practices. The particular point
refers to the clear picture about the digital accessibility with its potentials and essentials in
resulting to the real contribution of educational institutions by providing the sufficient
platform of digital infrastructure, as this is supposed to give a mutual alignment in assisting
to look into the way on accelerating learners’ active engagement to obtain a better online
learning service.
Implication and further direction
This section discussed the implication and further direction of study specifically dealing with
a critical discourse and reflection of both insufficient digital infrastructure and improvements
on digital online infrastructure for learning accessibility. The potential in arranging these two
approaches could lead to enhance the distance learning process and practices. The
strategic approach in operating the digital environment requires a comprehensive detail on
its function and significance to facilitate the instructional process in learning. The attempts
to comprehend the digital environment in contributing to expand online learning service is
consequently being the extensive value to recognise the latest advancement on digital
infrastructure (Sense et al., 2021). With this regard, the particular point refers to critically
deal with looking into detail about the strategic way on improving the digital access in
achieving the stability. It is important to have a supporting assessment in having the
sufficient supplement of digital accessibility in supporting the distance learning process
and practices. To have a sufficient adaptation towards the emergence of digital learning,
the strategic attempts to support both process and procedures are required to perform the
quality online learning achievement (Pan et al., 2020; Lee and Trimi, 2021). The crucial point
is the standardisation of accessibility followed by adaptability on digital environment in
facilitating the strategic pathway in achieving the beneficial value for the target plan with an
appropriate action. It is sure that arranging the clear plan of action especially during the
pandemic should be initiated with empowering and maintaining the digital adaptation
process and skills. As such, it would be the main role to play along with comprehending,
reflecting and practising the information available in online basis. Thus, the strategic
approach in striving the digital technology adoption with an appropriate manner could give
a substantial value in managing the appropriate practical assessment to achieve the
sustainability of continued support on the learning process and practices.
In line with enhancing the accessibility of digital online platform, the strategic advancement
on supporting the distance learning process and practices requires a substantial
assessment on providing the infrastructure sufficiency. As an important aspect in
advancing the online-based instruction, the potential value of digital accessibility could give
a mutual alignment in enhancing the transmissions and services to underlie the learning
instruction (Aguilera-Hermida et al., 2021). Supported with the digital online platform, the
significance of expanding its contribution to assist the process of academic and

administration should be given a particular attention in enabling the stakeholders in
bridging the decision-making of institutions policy. Paying attention should be committed
with a particular enhancement to configure the shift paradigm pathway accustomed from
physical to virtual arrangement to give an insightful value in contributing the online
facilitation for learning process (Atmotiyoso and Huda, 2018; Roll and Wylie, 2016; Chen
et al., 2020a). With this regard, the clear vision should be enhanced to pay a particular
attention in responding properly and appropriately towards the prompt shift amidst the
digital environment trends. The attempts to empower the continued arrangement on
managing the digital accessibility should be committed with building the strategic support
of managing the quality of digital online infrastructure. The potential value in transmitting an
important phase of strategic commitment continued with the mutual alignment to reflect the
challenging issue on digital infrastructure into building the solving identification requires a
constant transmission pathway of digital-based physical infrastructure accessibility
(Limniou et al., 2021). The particular point of continuing the digital access followed by the
adaptation is required to enhance the strategic awareness in giving insights into
maintaining the consistent acceleration and implementation on the digital online learning
(Figure 13).
In addition, the strategic adaptation on digital access in supporting the learning process
and practices with an online platform should do with empowering the constructive
arrangement of digital online infrastructure. Moreover, the essentials of facility sufficiency
on digital online practices are needed to improve the quality transmission and
assessment through an online access support (Knox, 2020; Chen et al., 2020c). As a
result, the strategic improvements on digital online infrastructure in facilitating the
accessibility of learning process and practices should be developed with the main
occupations in empowering digital access stability. The potential value of enhancing the
digital-adaptation for online learning achievement needs a digital infrastructure stability
in terms of devices, online access support and also digital human skills (Cope et al.,
2020; Schiff, 2021; Chen et al., 2020c). All these refer to enhance the appropriate manner
on driving the abilities in reflecting the digital access facilities provided to have a
sufficient design to empower the distance learning process. Through an attempt to
provide the digital accessibility designed with arranging the solving strategy and skills to
respond properly with a certain challenging issue on digital infrastructure insufficiency,
for instance, it is required to have commitment on comprehending the fundamental
issues managed appropriately with the conditions (Faraj et al., 2021). In particular, the
strategic guideline in empowering the scenario of bridging the arrangement plan on
Figure 13 Implication and further direction

digital online pathway should be geared with an underlying process in obtaining the
universal accessibility configured with an online infrastructure sufficiency. Planned with
managing the accessibility of digital online practices, the strategic system on ensuring
the information easily achieved through an online platform needs to have a sufficient
arrangement on enhancing the digital adaptation through the sufficient infrastructure
(Azionya and Nhedzi, 2021). In terms of continuing the significant contribution of digital
access, the varied capacity in bridging the resources, products and services to
strategically imply with an extensive implementation and assessment should bring along
with navigating the sufficient contribution in performing such abilities adapted to
contribute into achieving the better online learning practices. At this point of view, the
supporting elements on managing and implementing the distance learning with the
assisted technology would enable strategic settings organised to support the online
access properly.
Conclusion
This paper did examine the digital access during the pandemic age through elaborating the
extensive value of better learning service or adaptation for the online learning achievement
amidst the pandemic age. The finding points out better design for the achievement pathway
of the digital access in sustaining the online learning achievement through the online
services. The main point is to focus on integrating the technology-support platform reflected
from the learners’ perspectives comprising beliefs and practice. The essence of designing
the achievement pathway of the digital access in sustaining the online learning achievability
through the online services should come up with building digital access for learning service
support and enhancing digital-adaptation. The further points are initially described from the
digital online infrastructure insufficiency for online access support to the improvement for
digital online infrastructure for online accessibility. At this point of view, the digital online
infrastructure insufficiency for online access support consisted of struggle on online access,
lack of digital device and lack of rural location- infrastructure. Moreover, the essential point
of improvements on digital online infrastructure for accessibility of learning service included
area-based distribution of facilities, additional internet access and responsive involvement
of the higher education agency. In particular, the following discussion is widely seen to look
into detail about empowering digital access for learning service support and followed by
enhancing digital-adaptation for online learning achievement. The digital access for
learning service comes from. Enhancing digital adaptation for online learning performance
comes from. Thus, the presence of digital learning space is widely seen because there is an
active engagement between educators and learners. This study is supposed to contribute
in assisting the value with an extensive point on continuing digital access during pandemic
age through the adaptation empowerment of student’s online learning services.
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Corresponding author
Miftachul Huda can be contacted at: halimelhuda@gmail.com
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