The sequential mediation model of students’ willingness to continue online learning during the COVID-19 pandemic

Ngah, Abdul Hafaz; Kamalrulzaman, Nurul Izni; Mohamad, Mohamad Firdaus Halimi; Rashid, Rosyati Abdul; Harun, Nor Omaima; Ariffin, Nur Asma; Osman, Noor Azuan Abu

doi:10.1186/s41039-022-00188-w

Cited by 35 publications

(34 citation statements)

References 55 publications

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“…Students' satisfaction with online learning may be influenced by self-motivation and the usage of online tests as a form of evaluation (Basuony et al, 2020 ; Thach et al, 2021 ). By providing actual information on the components that encourage students' preparedness to continue online learning during the COVID-19 pandemic lockdown, new insights into the literature on students' desire to continue online learning were achieved (Mohd Satar et al, 2020 ; Ngah et al, 2022 ).…”

Section: Discussionmentioning

confidence: 99%

“…Before the COVID-19 epidemic, researchers looked at what made students stay with online learning. As a result of pandemic circumstances, students' participation in academic activities improves before favorably impacting their contentment (Kim and Kim, 2021 ; Dalipi et al, 2022 ; Ngah et al, 2022 ). During the COVID-19 crisis, informal digital learning is critical for students as it investigates the link between digital competency and academic participation in higher education from diverse cultural backgrounds (He and Li, 2019 ; Heidari et al, 2021 ).…”

Section: Introductionmentioning

confidence: 99%

“…Universities have started educating students online and are keen to achieve improved learning results utilizing e-interactive learning capabilities (Abou El-Seoud et al, 2014 ). As part of the COVID-19 study, researchers look at the attitudes of students as well as academic staff toward online learning and distance education and the aspects that influence students' preparedness to continue using an online learning system (Falfushynska et al, 2021 ; Mabrur et al, 2021 ; Ngah et al, 2022 ). Preliminary studies show that e-influence, learning students' interest in utilizing e-learning resources, and their performance and motives impacted their desire to embrace e-learning (Chang et al, 2017 ; Radha et al, 2020 ).…”

Section: Introductionmentioning

confidence: 99%

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COVID-19, students satisfaction about e-learning and academic achievement: Mediating analysis of online influencing factors

et al. 2022

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BackgroundThe current study examines student satisfaction with e-learning, the adaption of online learning channels, digital competency of students' involvement, and academic achievement during COVID-19.PurposeThe purpose of this study is to examine the online influencing components for learning among University students in Pakistan during the COVID-19 Pandemic.MethodsThe study population comprised Pakistani University students in Punjab province who tooke online lessons throughout the epidemic. In accordance with the study's purpose, a questionnaire survey was employed to gather primary data. SPSS-23 is used for analyzing the demographic data, and cleaning and preparing data for testing hypotheses. SmartPLS 3.0 was used to investigate the suggested study framework using structural equation modeling (SEM).ResultsThe analysis of the SEM model shows that all planned hypotheses (Adaptation of Online Education Channels -> Satisfaction about E-learning, COVID-19 Pandemic -> Adaptation of Online Education Channels, COVID-19 Pandemic -> Digital Competence, COVID-19 Pandemic -> Motivation for Online Learning, COVID-19 Pandemic -> Willingness for Online Learning, Digital Competence -> Satisfaction about E-learning, Motivation for Online Learning -> Satisfaction about E-learning, Satisfaction about E-learning -> Academic Achievement, Willingness for Online Learning -> Satisfaction about E-learning) are confirmed.ConclusionThe results linked e-learning satisfaction to academic success and Pakistani students who utilized e-learning throughout the outbreak reported higher levels of academic satisfaction and achievement.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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COVID-19, students satisfaction about e-learning and academic achievement: Mediating analysis of online influencing factors

et al. 2022

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“…The VIF values are all lower than 3.3, indicating that the multicollinearity of the study is not severe [69]; thus, the study can be used for hypothesis testing Based on the three predictors for course satisfaction, the explained variance (R 2 ) was 0.374 indicating that teaching and social and cognitive presence explain 37.4% of the variance in course satisfaction. For hypothesis testing, the hypotheses are supported if the beta value is aligned with the direction of hypothesis, the t-value is ≥ 1.645, the P value is ≤ 0.05, and there is no zero between the lower level (LL) and upper level (UL) of the confidence interval [64,70]. Based on the analysis, Table 6 shows that all of the hypotheses were supported.…”

Section: Structural Modelmentioning

confidence: 95%

The Sustainability of a Community of Inquiry in Online Course Satisfaction in Virtual Learning Environments in Higher Education

Nasir

Ngah

2022

Sustainability

Self Cite

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Teaching and learning online is quite challenging. Both require an additional capacity and effort to withstand ongoing engagement in a virtual learning environment. Nonetheless, there have been cases of dissatisfaction with virtual learning environments due to the lack of engagement and poor interaction between the instructor, students, and content, which may affect how students learn online. This study presents a cross-sectional survey that was designed to re-examine the theoretical model of the Community of Inquiry (CoI), and to examine the structure of course satisfaction using SmartPLS 3.3.8 for multivariate statistical analysis. The CoI and the course satisfaction instruments were adapted in this study. The reflections of the CoI are then assumed to form type II second-order constructs to determine their effect on student satisfaction with the course. The findings revealed that teaching, social, and cognitive presence in the CoI have a significant influence on students’ satisfaction with the courses that they are enrolled in. These results provide a direction for further research on the CoI in online learning by extending a framework that incorporates online learners as one of the essential stakeholders in education. Therefore, the results presented here are only applicable to certain courses, and it would be meaningful to investigate academic achievement and motivation, and to compare them between specific courses or subjects to find out which courses have lower or higher levels of presence.

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“…The highest contribution to learning physics is with the topic of online learning. Online learning tends to take advantage of interactive learning applications to increase student motivation and learning outcomes (Ngah et al, 2022).…”

Section: Comparison Of Online and Distance Learningmentioning

confidence: 99%

Online and Distance Learning Research in The Last 30 Years: Real Contribution in Physics Learning

Prahanı

Jatmiko

Amelia³

et al. 2022

Jurnal. Penelitian. Pengkajian. Ilmu. Pendidikan. e-Saintika

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Learning systems in emergencies, can be implemented by making online-based learning or distance learning. This study compares the top 100 citations of online learning and distance learning publications and analyzes their real contribution in physics learning from 1992 to 2021. This study uses bibliometric analysis and literature review. The findings of this study include: 1) The trend of online learning topics is more consistently rising and has a higher value than distance learning every year, 2) The most frequently used keywords are online learning, and distance metrics learning, the United States has the highest contribution over the last thirty years, 3) The type of document that is often used is articles, 4) The highest average citation per paper per year is in 2020, 5) Both topics demonstrate the superiority of contributions to studying physics. The real contributions in physics are to make learning more flexible, train students' independence, train technology, deepen understanding of concepts and make learning more efficient. More intensively, further research can be done by comparing other learning systems applied in physics learning.

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The sequential mediation model of students’ willingness to continue online learning during the COVID-19 pandemic

Cited by 35 publications

References 55 publications

COVID-19, students satisfaction about e-learning and academic achievement: Mediating analysis of online influencing factors

COVID-19, students satisfaction about e-learning and academic achievement: Mediating analysis of online influencing factors

The Sustainability of a Community of Inquiry in Online Course Satisfaction in Virtual Learning Environments in Higher Education

Online and Distance Learning Research in The Last 30 Years: Real Contribution in Physics Learning

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