A Systematic Review of Online Learning during COVID 19: Students’ Motivation, Task Engagement and Acceptance

Abstract

The COVID 19 pandemic has forced the education sector to switch to online learning. To make the transition a success, there is a need to understand students’ perception towards online learning and design a learning experience around it. Thus, the aim of this paper is to identify students’ perceptions towards online learning in terms of motivation, task engagement and acceptance. The systematic literature review method was used to search for relevant papers and synthesize the findings. 40 articles from the year 2020 obtained from Google Scholar. It is found that the most used method in studying students’ perception is the quantitative method and students’ acceptance was the most discussed topic. It is also found that the primary factors influencing motivation and acceptance are sense of ownership and accessibility respectively. In terms of task engagement, only half of the findings reveal that students are engaged in online learning. In summary, the three main constructs are important items that should be taken into consideration when teaching an online course to ensure the success of the course. Through this systematic review, future research can identify and explore different areas and perspectives on this topic.

Investigating the Enhancement of Students’ Motivation in Online Classes During COVID-19 – A Case Study of Abu Dhabi Polytechnic

“…Regarding parental involvement and habits, they have greatly contributed to improving students' motivation because they believed in the need to provide all that is necessary and consistent with the new learning environments. These results are consistent with the results provided by (Kulikowski et al, 2021;Mohtar & Md Yunus, 2022).…”

“…This is an example of intrinsic motivation which features as a prominent theme in research on online education. However, researchers also argue that student success is dependent on different types of motivation (Gustiani, 2020;Mohtar & Md Yunus, 2022;M. H. A. Rahman et al, 2021;Yu, 2022).…”

“…Consequently, a change in the teaching-learning processes was implemented, establishing the virtual medium as the main tool of education, worldwide. According to (Mohtar & Md Yunus, 2022): Accessibility to platforms and the ease of connecting to the internet and technological equipment can influence the skills and knowledge of students, as the use of various technological resources allows for better interactivity in their classes. Additionally, (Yeap et al, 2021) stressed that it will be a great challenge for any national educational system because of the lack of connectivity in the country, the lack of devices among students, and the scarce training of teachers in the development of technological skills.…”

Innovations in Medical Education During the COVID-19 Era and Beyond: Medical Students' Perspectives on the Transformation of Real Public Health Visits Into Virtual Format

“…However, the COVID-19 crisis has accelerated the transition from pure face-to-face traditional learning into the virtual or hybrid format. Systematic reviews of published educational literature on the effectiveness of virtual medical teaching have generally found wide acceptance from students and faculty to the digital transformation of learning activities as long as there is adequate internet connectivity and accessibility ( 13 – 15 ). In the GCC countries and Bahrain in particular, such services are ranked among the top in the world with 98% of the general population having access to the internet ( 16 ).…”