Purpose

This research studied reactions of Malaysia higher education under the Movement Control Order (MCO) before August, 2020. Specifically, it used theoretical lenses of agency and structuration and investigated collegiate challenges regarding epidemic prevention at he micro level. We present lessons learned from the developing case of epidemic prevention in Malaysia’s higher education institutions (HEIs).

Design/methodology/approach

Two data collection methods were used: online field observation and online interview. We collected government reports, news releases, social media discussions (e.g. WhatsApp and Facebook), press conferences, and so forth. We conducted online interviews with four college students, who shared their learning before and after the MCOs, the COVID-19 outbreaks within campuses, and their experiences of learning online. Four interviewees were invited as research facilitators who provided insights and additional observations about college teaching and learning under MCOs.

Findings/results

Findings from the aspects of both agency and structure under MCO were established in the research. From the agency aspects, college students expressed limited knowledgeability. Moreover, students and faculty co-constructed and improved online learning practices over time. In addition, students contributed to epidemic prevention and reflected on their actions. From the structural aspects, grades remained unchallenged. Furthermore, colleges stabilized online instruction to be a formal medium of learning whereby students might be able to influence how it was practiced. Lastly, the colleges learned to leverage the communication channels that students used to maintain the authority of epidemic prevention.

Originality/value

Stepping in the fields under COVID-19 outbreaks can be risky for social scientists. However, online research may still reveal critical and timely findings. This research was novel both for the issue itself, as well as its focus on how HEIs reacted to the governmental public health policies for epidemic prevention and how college students perceived and acted in the system.

Suggestions/implications

Several implications for Taiwan’s higher education were drawn from the research. First of all, crisis management is critical for epidemic prevention among HEIs. Moreover, we need to see the positive value of online learning and assessments under epidemic conditions. Online learning may increase the resilience of HEIs under crisis. Lastly, both rational and affective considerations should be taken into account in the reconstruction of students’ residential experience after the COVID-19 outbreaks.