scholarly journals The COVID-19 pandemic and student engagement in online learning: The moderating effect of technology self-efficacy

2021 ◽  
Vol 5 (4) ◽  
pp. 119-139
Author(s):  
Yaw Owusu-Agyeman
Keyword(s):  
Online Learning ◽  
Student Engagement ◽  
Self Efficacy ◽  
Moderating Effect

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

2021 ◽  
Vol 12 ◽  
Author(s):  
Long She ◽  
Lan Ma ◽  
Anbareen Jan ◽  
Hamid Sharif Nia ◽  
Pardis Rahmatpour
Keyword(s):  
Online Learning ◽  
Student Engagement ◽  
University Students ◽  
Self Efficacy ◽  
Mediation Model ◽  
Learning Satisfaction ◽  
Chinese University ◽  
Serial Mediation ◽  
Chinese University Students ◽  
Academic Self Efficacy

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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