The COVID-19 pandemic has drastically altered global education systems, compelling higher institutions to shift to online learning. This study investigates the impact of online learning on the academic performance of Iraqi postgraduate students in Malaysia during the pandemic. Drawing on a quantitative approach, data were collected through a structured online questionnaire distributed to 90 students across multiple Malaysian universities. The study examines four main factors: learner dimensions, technological characteristics, teacher characteristics, and course management. Using SPSS for statistical analysis, findings reveal that teacher characteristics, course management, and learner dimensions significantly affect students’ academic performance, whereas technological characteristics show no significant influence. These findings underscore the importance of pedagogical and institutional support over technical infrastructure in determining student success in online education. The study offers valuable insights for educators and policymakers to enhance online learning strategies, particularly for international students in crisis contexts.
Suaib et al. (Tue,) studied this question.