The Coronavirus-Induced Transition to Online Learning: Perceptions and Intentions of First-Time Online Students

IAP - Information Age Publishing, Inc. P.O. Box 79049, Charlotte, NC 28271-7047. Tel: 704-752-9125; Fax: 704-752-9113; e-mail: [email protected]; Web site: https://www.infoagepub.com/quarterly-review-of-distance-education.html

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11

Pandemics; COVID-19; Online Courses; Distance Education; School Closing; Student Attitudes; Intention; Educational Technology; Electronic Learning; Student Motivation; Conventional Instruction; Interaction; Interpersonal Relationship; College Students; Student Characteristics

1528-3518

Students in this study, and many around the globe, were compelled to engage in online education for the first time during Spring 2020. How this forced exposure to online learning will affect students' attitudes toward the format is a trending discussion topic. While existing studies have examined factors that influence students' choices of course format and perceptions of their online experiences, this is the first to explore these topics relative to the coronavirus-induced transition to online learning. This study concentrates on students who had no prior exposure to online learning before the compulsory transition to distance learning. Students' intentions to take future online classes varied with a mean score near the neutral point. Perceived flexibility and learning effectiveness were significantly correlated with the intention to take future online courses. Students disagreed that the format promoted effective learning and indicated that they would be more inclined to take online classes outside of their major. They reported that their motivation declined after face-to-face classes were converted to online because of the absence of in-person interaction. As universities plan their online offerings in a period of tightening budgets and retention concerns, higher education stakeholders will be interested in this study's results.

As Provided

2020

EJ1278019