The impact of COVID-19 pandemic on student learning performance from the perspectives of community of inquiry

Abstract

Purpose This paper aims to investigate the impact of the coronavirus disease (COVID-19) pandemic on university students during the Movement Control Order (MCO) and Recovery Movement Control Order (RMCO). MCO was introduced in March 2020, and the learning process switched from face-to-face to online learning in schools and universities. Subsequently, with the reduced number of daily cases and active cases of COVID-19, the Malaysian Government implemented RMCO from 10th June to 31st December 2020, which had more relaxation of restrictions. This study particularly focuses on students studying in higher education institutions by analysing the impacts of the community of inquiry on students learning performance. The construct of the community of inquiry includes social presence, cognitive presence and teaching presence. Design/methodology/approach This paper provides quantitative analysis, independent sample t-tests and multiple linear regression on the students’ learning performance using the framework of community of inquiry. This paper presents the analysis of the online learning preference of 282 university students during MCO and 456 students during RMCO. Findings The results showed that there is a significant difference in students learning process during MCO and RMCO. The findings also indicated that the social presence is the most important factor in affecting learning performance during the MCO period and it changed to teaching presence during RMCO. Students lost motivation and could not perform well using online learning methods during the MCO period but the situation improved during RMCO. Research limitations/implications This research helps to identify the impact of the pandemic on higher education and provides insights into reshaping the future of higher education system. Practical implications Students are isolated from their peers in the learning process and struggle to adapt to the new normal in online learning. The teaching faculties are picking up new skills to deliver online courses and manage the risk as best as they can. This study presented the impact of the pandemic on students learning performance and explored the space for universities as business organizations to provide better infrastructures and platforms for online learning while battling with cash flow and debt level during this challenging time. Social implications Students need peer support and guidance from the faculty team in their learning journey. The study provides a better understanding of how we shall promote a better higher education environment, either blended or online learning. Originality/value To the best of the author’s knowledge, this is the first study to examine the impact of the community of inquiry on students learning performance during the COVID-19 pandemic. Students suffered during the MCO period and the learning experience got better when they were able to adapt to the changes. The higher education system needs a reform and the agency theory in corporate governance plays an important role in the transformation.

Continuing to teach in a time of crisis: The Chinese rural educational system’s response and student satisfaction and social and cognitive presence

“…We included ‘satisfaction’ in order to understand the learning effectiveness because it pertains to the positive feelings or attitudes towards technology (Liaw & Huang, 2013; Richardson et al., 2017). As implied earlier, research suggests that students do not want to continue online learning after COVID‐19 (Chung et al., 2020; Tan, 2021). Research on students' satisfaction may have important implications for fostering students' intention to enrol in online courses (Alraimi et al., 2015; Bhattacherjee, 2001).…”

“…facilitating conditions) to each child to ensure digital equity. Providing digital equipment and resources to all students is the first step towards online instruction in the time of COVID (Chung et al., 2020; Gouëdard et al., 2020; Tan, 2021). The findings also uncovered the existence of a digital disadvantage among Chinese children in rural and underdeveloped areas.…”

“…On the other hand, researchers examined the impact of COVID‐19 on the students' learning. Some recent studies show that the students lost motivation and learning performance using online learning methods (Chung et al., 2020; Tan, 2021). Chung et al.…”

“…There is much interest in the CoI framework given its emphasis on community as essential to support collaborative learning and discourse associated with higher levels of learning (Garrison et al., 2010; Rubin et al., 2013). Since the COVID‐19 pandemic has led to quarantine and isolation, it is particularly important to establish or sustain a sense of community by improving the socio‐emotional climate, reducing feelings of isolation and creating conditions for inquiry and quality interaction in online courses (Oyarzun et al., 2021; Tan, 2021).…”

“…The COVID‐19 pandemic led to school closures, and education changed dramatically with the distinctive rise of remote learning to ensure continued learning (Dhawan, 2020; Tan, 2021). Despite the global penetration of the Internet, opportunities to access information and communication technology (ICT) and the digital literacy vary dramatically between individuals and geographic areas at different socio‐economic levels (OECD, 2001; Pick & Sarkar, 2015; Thinyane, 2010).…”