Emergency Online Learning: The Effects of Interactional, Motivational, Self-Regulatory, and Situational Factors on Learning Outcomes and Continuation Intentions

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  • Author(s): Lei, Jun; Lin, Teng
  • Language:
    English
  • Source:
    International Review of Research in Open and Distributed Learning. Sep 2022 23(3):43-60.
  • Publication Date:
    2022
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      Athabasca University Press. 1200, 10011-109 Street, Edmonton, AB T5J 3S8, Canada. Tel: 780-497-3412; Fax: 780-421-3298; e-mail: [email protected]; Web site: http://www.irrodl.org
    • Peer Reviewed:
      Y
    • Source:
      18
    • Education Level:
      Higher Education
      Postsecondary Education
    • Subject Terms:
      COVID-19; Pandemics; School Closing; Online Courses; College Students; Business Administration Education; Educational Technology; Family Income; Predictor Variables; Learner Engagement; Educational Resources; Electronic Learning; Planning; Program Development; Goal Orientation; Metacognition; Interaction; Interpersonal Relationship; Intention; Academic Persistence; Foreign Countries; Student Motivation; Self Management
    • Subject Terms:
      China
    • ISSN:
      1492-3831
    • Abstract:
      This study investigated the effects of interactional, motivational, self-regulatory, and situational factors on university students' online learning outcomes and continuation intentions during the COVID-19 pandemic. Data were collected from 255 students taking a business course at a university in southern China. Hierarchical multiple regression analyses revealed that while family financial hardship caused by COVID-19 was a marginally significant negative predictor of students' learning outcomes, learner-content interaction; instructors' provision of e-resources, course planning, and organisation; and students' intrinsic goal orientation and meta-cognitive self-regulation were significant positive predictors with the latter two sets of predictors mediating the effects of learner-instructor and learner-learner interactions, respectively. Multinominal logistic regression analyses showed that learner-instructor interaction, learner-content interaction, and private learning space were significant positive predictors of students' intentions to continue with online learning, but learner-learner interaction was a significant negative predictor. These findings point to the differential effects of various types of interactional and situational factors on learning outcomes and continuation intentions, and the instructor- and learner-level factors that mediate the effects of learner-instructor and learner-learner interactions on learning outcomes. They contribute to our understandings of emergency online learning and provide implications for facilitating it.
    • Abstract:
      As Provided
    • Publication Date:
      2023
    • Accession Number:
      EJ1360047