| Summary: | Studies revealed that existing lockdowns due to COVID-19 across developing countries resulted in education access inequalities and challenges. Closure of schools and higher education institutions have forced educators to deliver courses and assessments distantly as an immediate countermeasure against threats on the academic progression of students. Specifically, students marginalized by digital divides were found to have less satisfaction in learning experiences under this emergency online learning method. For students with science and engineering background, it is a challenge to learn first principles theories in the online environment which could affect their learning motivation level. This paper presents the implementation of online cooperative learning in the course Material and Energy Balance which covered the fundamental principles of Chemical Engineering. The impact of virtual cooperative learning approach to reduce the loss of motivation due to digital divide was investigated. Firstly, it was found that most of the students, from different backgrounds of digital access, experienced a drop in motivation at the start of emergency online learning. Secondly, when virtual cooperative learning was implemented, an increase in students’ motivation at both sides of the digital divide was observed. The implications concerning provisions to design an all-inclusive online learning environment are also presented. We found that the incorporation of cooperative learning approach could contribute towards alleviating the drop in motivation, especially for the digitally disadvantaged students. We hope that the findings from this study could compel instructors or education practitioners to rethink and redesign the online teaching and learning activities to enable a more inclusive emergency online learning environment for digitally disadvantaged students.
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