Social interaction and effectiveness of the online learning – A moderating role of maintaining social distance during the pandemic COVID-19

Baber, Hasnan

doi:10.1108/aeds-09-2020-0209

Cited by 133 publications

(114 citation statements)

References 64 publications

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“…The findings indicated that Chinese students who interact more often during online learning showed higher levels of learning satisfaction. The results are consistent with prior research conducted in faceto-face learning that interaction enhances student learning involvement and develops the sense of belonging in the learning process for students (Scagnoli, 2001), which positively affects students' learning satisfaction (Jung et al, 2002;Baber, 2021), regardless of whether it is online or face-to-face (Moore and Kearsley, 1996). Additionally, in an online environment, students leverage the technology to interact without the limitation of time, place, and space to gain knowledge and skills (Kaymak and Horzum, 2013).…”

Section: Discussionsupporting

confidence: 90%

“…It is a process that allows learners to seek new information and form connections with instructors, other learners, and content in their learning activities (Moore, 1989). It has been identified that learning activities are a significant element that critically determines the learners' learning outcomes (Baber, 2021). A cross-country study conducted by Baber (2020) during the COVID-19 pandemic revealed interaction as the most significant factor in examining students' online learning satisfaction and learning outcomes.…”

Section: Interactionmentioning

confidence: 99%

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Online Learning Satisfaction During COVID-19 Pandemic Among Chinese University Students: The Serial Mediation Model

et al. 2021

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The aim of this study was to investigate the relationship between interaction and online learning satisfaction, whether this relationship is mediated by academic self-efficacy and student engagement among Chinese university students during the COVID-19 pandemic. A serial mediation model was developed to examine the proposed relationship. This study employed a cross-sectional, questionnaire-based research design. A sample of 1,504 Chinese university students (Mage=19.89years, SDage=1.93) from five provinces in China completed an online survey questionnaire from December 2020 to January 2021 to respond to questions on demographic characteristics and items to measure the variables in the research model. The partial least squares structural equation modeling was used to assess the measurement model and proposed serial mediation model. Data were analyzed using SmartPLS software version 3.3.2. The results of the measurement model showed good reliability and validity for all constructs. The results of the structural model and hypothesis testing showed that all hypotheses were supported in this study. Particularly, there was a significant positive relationship between interaction and online learning satisfaction (Q1), interaction and academic self-efficacy (Q2), academic self-efficacy and student engagement (Q3), and the student engagement and online learning satisfaction (Q4). In addition, the results showed that academic self-efficacy and student engagement serial mediated the relationship between interaction and online learning satisfaction (Q5). The serial mediation model explained 34.6% of the variance of online learning satisfaction. The findings shed light on the underlying mechanisms that explain students’ online learning satisfaction during the COVID-19 pandemic. Universities and policymakers need to make better decisions that ultimately could lead to students’ academic outcomes and achievement.

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Section: Discussionsupporting

confidence: 90%

Section: Interactionmentioning

confidence: 99%

Online Learning Satisfaction During COVID-19 Pandemic Among Chinese University Students: The Serial Mediation Model

et al. 2021

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“…The lack of closed interaction between instructors and students as well as between students themselves can subsequently hinder whole person development (Robinson & Kakela, 2006;Swan, 2002). On the other hand, online learning that temporarily replaces conventional learning has enabled learning and whole person development to continue, despite some social distancing measures that are implemented in many countries (Baber, 2021).…”

Section: Cultivation Of Whole Person Development Through Online Learningmentioning

confidence: 99%

COVID-19 pandemic’s disruption on university teaching and learning and competence cultivation: Student evaluation of online learning experiences in Hong Kong

Mok¹,

Xiong²,

Rahman³

2021

International Journal of Chinese Education

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The COVID-19 pandemic outbreak has forced online teaching and learning to be the primary instruction format in higher education globally. One of the worrying concerns about online learning is whether this method is effective, specifically when compared to face-to-face classes. This descriptive quantitative study investigates how students in higher education institutions in Hong Kong evaluated their online learning experiences during the pandemic, including the factors influencing their digital learning experiences. By analysing the survey responses from 1,227 university students in Hong Kong, this study found that most of the respondents felt dissatisfied with their online learning experiences and effectiveness. Meanwhile, this study confirms that respondents’ household income level and information technology literacy affected their online learning effectiveness. Moreover, this study highlights the significant contributions of the community of inquiry, which places social presence on the promotion of a whole person development that could not be achieved when relying mainly on online learning. Findings encourage university leaders and instructors to search for multiple course delivery modes to nurture students to become caring leaders with the 21st century skills and knowledge set.

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“…A large body of research is available on traditional learning environments (Bekele, 2010), and there is evidence that the transition from traditional to remote learning during the COVID-19 pandemic was successful (Basilaia & Kvavadze, 2020). However, minimal literature is available on the quality and effectiveness of online learning, improving student learning outcomes (Baber, 2021), and no research is available on how fear of the pandemic affects students' motivation in online learning.…”

Section: Students' Psychological Motivation and Online Learningmentioning

confidence: 99%

The Online Learning and Students’ Fear of COVID-19: Study in Malaysia and Pakistan

Munir

Anwar

Kee

2021

IRRODL

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The COVID-19 pandemic has forced millions of students to stay indoors and adapt to the new normal, namely distance learning at home, placing online learning in the spotlight. However, students’ motivation for online learning and its effectiveness in skill development during the COVID-19 pandemic has not been widely studied. This study examined the relationship between students’ fear of COVID-19 and students’ social presence in online learning while investigating the parallel mediating role of student psychological motivation and cognitive problem-solving skills related to online learning. The participants were 472 university students in Malaysia and Pakistan. An online data collection technique using Google Forms was employed. Faculty members of the universities were asked to share the survey with their students. Moreover, using a snowball sampling technique, students were requested to share the survey with their friends. SPSS Statistics (Version 21) was employed to do preliminary data analysis, AMOS (Version 21) software was used to conduct confirmatory factor analysis using a maximum likelihood estimation, and Hayes’ PROCESS model was used to examine proposed hypotheses. The results show that only cognitive problem solving mediates the relationship between fear of COVID-19 and students’ social presence in online learning in Malaysian samples. In Pakistan, cognitive problem solving and psychological motivation mediate the relationship between fear of COVID-19 and students’ social presence in online learning. The study found that developing cognitive problem-solving skills and providing psychological motivation could enhance their engagement with online learning.

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Social interaction and effectiveness of the online learning – A moderating role of maintaining social distance during the pandemic COVID-19

Cited by 133 publications

References 64 publications

Online Learning Satisfaction During COVID-19 Pandemic Among Chinese University Students: The Serial Mediation Model

Online Learning Satisfaction During COVID-19 Pandemic Among Chinese University Students: The Serial Mediation Model

COVID-19 pandemic’s disruption on university teaching and learning and competence cultivation: Student evaluation of online learning experiences in Hong Kong

The Online Learning and Students’ Fear of COVID-19: Study in Malaysia and Pakistan

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