Adolescents' Perceptions and Academic Stress towards Online Learning during COVID-19 Pandemic

Elashry, Rasha Shawky; Britiller, Myra C.; Saber, Ebtsam; Ahmed, Faransa Ali

doi:10.21608/asnj.2022.106773.1267

Cited by 1 publication

(2 citation statements)

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“…The quality of online learning is at the forefront (Ehlers & Pawlowski, 2006) [23], evaluating advantages and disadvantages (Mukhtar et al, 2020) [7]. Research is actively evaluating the perceptions of faculty staff (Al-Salman & Haider, 2020; Zalat et al, 2021) [19,24] and students (Coman et al, 2020) [25], with a special focus on adolescents (Elashry et al, 2021) [26] and university students (Asif et al, 2022) [27].…”

Section: Review Of the Literaturementioning

confidence: 99%

“…Research Investigation of Online Learning Davis (1989) [15] Ease of Use and Acceptance of Information Technology Ehlers and Pawlowski (2006) [23] Quality of online learning. Quality is more highly perceived than face-to-face learning Dhawan (2020) [5] Importance of Online Learning as a Learning Platform Mukhtar et al (2020) [7] Advantages, limitations, and recommendations Almahasees et al (2020) [20] Facebook as a Learning Platform Al-Salman and Haider (2020) [24] Staff perceptions of Online Learning Coman et al (2020) [25] Student perspectives on Online Learning Almahasees et al (2021) [17] Usefulness of Zoom, Microsoft Teams, offering online interactive classes, and WhatsApp as online platforms Pokhrel and Chhetri (2021) [21] Must innovate and implement alternative learning platforms, such as online learning Elashry et al (2021) [26] Adolescent Perceptions and Academic Stress Zalat et al (2021) [19] Staff Acceptance of Online Learning as a tool Alammary (2022) [32] Toolkit to support blended learning degrees Daher et al (2023) [34] Government intervention and leadership to promote online learning among students and teachers Assadi and Kashkosh (2022) [33] Strategies used by teacher trainers to address the technological, pedagogical, social, and emotional challenges of student-teacher interactions Asif et al (2022) [27] University students' perceptions Elalouf et al (2022) [29] Student perception of learning structured query language through online and face-to-face learning Sumilong (2022) [31] Students' self-expression, participation, and discourse Zhang et al (2022) [22] A metaverse for education that includes online learning for blended, competence-based, and inclusive education Fox et al (2023) [28] Efficacy of online learning for degree studies: Mental health recovery for carers Dubey (2023) [30] Factors behind student engagement in online learning Giesbers et al (2014) [35] Student Engagement with synchronous and asynchronous online learning Dargahi et al (2023) [36] Student satisfaction with synchronous and asynchronous online learning…”

Section: Authorsmentioning

confidence: 99%

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The Effect of Cognitive Load on Learning Memory of Online Learning Accounting Students in the Philippines

Abeysekera,

Sunga,

Gonzales

et al. 2024

Sustainability

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Before COVID-19, universities in the Philippines sparingly used online learning instructional methods. Online learning is now widely known, and universities are increasingly keen to adopt it as a mainstream instructional method. Accounting is a popular discipline of study undertaken by students, but its online adoption is less well known. This study investigated university accounting students’ perceptions of the cognitive load of learning and how it influences their effect on learning memory at a university in the Philippines. During the COVID-19 period, after introducing online learning, 482 university undergraduate accounting students provided their perceptions using a five-point Likert scale survey questionnaire. The study measured teaching quality, learning content quality, and learning management system (LMS) quality, representing the cognitive load of learning. It measured electronic learning (e-learning) quality, learner satisfaction, and behavioral intentions to adopt online learning, continually representing the learning memory framework. The data analyzed using a structural equation model showed that students managing their cognitive load positively influenced their short-term learning. Learning content, teaching, and LMS quality positively influenced e-learning quality and student satisfaction. Student satisfaction positively influenced, but e-learning quality did not influence, students’ continued willingness for online learning. The findings were largely consistent across the second- and third-year enrolments. Findings from the first-year students showed that teaching quality did not influence student satisfaction and e-learning quality. This is the first study to test the influence of the cognitive load of learning on the learning memory of accounting students in an online learning environment.

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