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

Mohtar, Mujahid; Yunus, Melor Md

doi:10.2139/ssrn.4036738

Cited by 2 publications

(1 citation statement)

References 8 publications

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“…Several studies have been conducted during the COVID-19 pandemic period to tap on online learning experiences and their physical, psychological, and social correlates among students at various levels of education. [18][19][20] A review of the literature provides a shared insight that it will take years to unravel the factors that facilitate or hinder students' academic experience. Most studies conducted in Saudi Arabia 21,22 and other parts of the world have focused on assessing psychological symptoms and attested to the repercussions of the pandemic on mental health.…”

Section: Introductionmentioning

confidence: 99%

Cognitive Flexibility’s Role in Reducing Academic Stress During the COVID-19 Pandemic

Alsaif,

Hassan,

Alzain

et al. 2024

PRBM

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Background: Cognitive flexibility (CF) in the psychological literature has been described as an individual's ability to produce several solutions and retain control in novel situations. Recently, the COVID-19 pandemic appeared to be an ideal scenario that demanded the application of adaptive thinking by students to deal with several challenges of the pandemic. Aim: This study aimed to assess the role of CF in reducing academic stress among university students due to the sudden and strict implementation of online education during the COVID-19 pandemic. Methods: This study employed a cross-sectional survey design and data collection was completed during the 2020-2021 academic year. The study sample comprised 328 university students from Saudi Arabia. The online survey method was used, and study tools comprises of reliable and valid psychological measures to assess CF, academic stress, the negative impact of the COVID-19 pandemic, and emotional symptoms. IBMSPSS25 was used for statistical analysis of data. Multiple regression analysis was applied to determine the role of CF in reducing academic stress after controlling for other factors such as gender, age, academic year, negative impact of COVID-19 on daily life, and unpleasant emotional experiences. Results: CF was significantly decreased the risk of experiencing academic stress (b = -0.196, t = -3.54; p < 0.001; 95% CI = -3.53 to -0.11) after controlling for the negative impact of the COVID-19 pandemic on daily life (b = 0.119, t = 2.09; p < 0.05; 95% CI = 0.02-0.63) and emotional repercussions (b = 0.109, t = 1.91; p < 0.05; 95% CI = -0.01-0.15). Conclusion:The current findings suggest that CF could be fostered among university students as a useful mental tool to cope with academic stress during less-structured educational and social circumstances that may impact their daily lives and emotional wellness.Plain Language Summary: Cognitive Flexibility (CF), also known as the capacity for adaptive thinking, has been recognized as an important mental coping tool. The prolonged implementation of full-time online studies during the COVID-19 pandemic has been a source of academic stress among university students. This study examined the positive impact of cognitive flexibility on academic stress by collecting data from university students who underwent full-time online studies during the COVID-19 pandemic in Saudi Arabia. The study findings validated the protective role of CF, and recommended devising appropriate educational strategies that could foster adaptive thinking and enable students to cope with study-related stressors during uncertain times.

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Section: Introductionmentioning

confidence: 99%

Cognitive Flexibility’s Role in Reducing Academic Stress During the COVID-19 Pandemic

Alsaif,

Hassan,

Alzain

et al. 2024

PRBM

View full text Add to dashboard Cite

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English learners’ intentions to adopt online learning post-pandemic: Ease precedes usefulness

Suparman,

Kumar,

Osman

2023

Comunicar: Media Education Research Journal

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Adopting online learning as a mandated means of instruction amid the pandemic guaranteed students the opportunity to integrate digital technologies for English language learning. This experience was pivotal in investigating the continuous use of these platforms to facilitate online language learning post-pandemic. However, few studies have focused on this context, especially considering the psychological aspects of language learning through these gained learning experiences. Therefore, this study explores this narrative based on the technology acceptance model and external factors such as confidence in English (CONF), online learning anxiety (ANX), and familiarity with education technology (EdTech). Using the partial least square approach, data from the 530 Malaysian undergraduates analysed revealed that perceived ease of use (PEOU) precedes perceived usefulness (PU) as the most crucial factor influencing attitude and intention to use online learning. Likewise, CONF and ANX had stronger associations with PEOU than PU, but EdTech was found to be inconsequential towards attitude and PU. The results of this study underline the importance of PEOU that heralds PU in determining the continuous use of online tools for English language learning in higher educational institutions. La adopción del aprendizaje en línea como un medio de instrucción obligatorio durante la pandemia posibilitó a los estudiantes integrar tecnologías digitales para el aprendizaje del idioma inglés. Esta experiencia fue fundamental para investigar el uso continuo de estas plataformas para facilitar el aprendizaje de idiomas en línea después de la pandemia. Sin embargo, pocos estudios se han centrado en este contexto, específicamente considerando los aspectos psicológicos del aprendizaje de idiomas a través de estas experiencias de aprendizaje adquiridas. Por lo tanto, este estudio explora esta narrativa basada en el modelo de aceptación de tecnología y factores externos como la confianza en inglés (CONF), la ansiedad de aprendizaje en línea (ANX) y la familiaridad con la tecnología educativa (EdTech). Usando el enfoque de mínimos cuadrados parciales, los datos analizados de 530 estudiantes universitarios de Malasia revelaron que la facilidad de uso percibida (PEOU) precede a la utilidad percibida (PU) como el factor más crucial que influye en la actitud y la intención de usar el aprendizaje en línea. Del mismo modo, CONF y ANX tenían asociaciones más fuertes con PEOU que con PU, pero se descubrió que EdTech no tenía consecuencias para la actitud y el PU. Los resultados de este estudio subrayan la importancia de PEOU que anuncia PU para determinar el uso continuo de herramientas en línea para el aprendizaje del idioma inglés en instituciones de educación superior.

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

Cited by 2 publications

References 8 publications

Cognitive Flexibility’s Role in Reducing Academic Stress During the COVID-19 Pandemic

Cognitive Flexibility’s Role in Reducing Academic Stress During the COVID-19 Pandemic

English learners’ intentions to adopt online learning post-pandemic: Ease precedes usefulness

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