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Article

Higher Education during the Pandemic: The Predictive Factors of Learning Effectiveness in COVID-19 Online Learning

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Department of Social Sciences, The Education University of Hong Kong, Tai Po, Hong Kong
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Department of Information Systems, Business Statistics and Operations Management, The Hong Kong University of Science and Technology, Clear Water Bay, Hong Kong
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School of Nursing and Health Studies, The Open University of Hong Kong, Ho Man Tin, Hong Kong
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Department of Mathematics, Statistics and Insurance, The Hang Seng University of Hong Kong, Shatin, Hong Kong
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Author to whom correspondence should be addressed.
Academic Editor: Carianne Bernadowski
Educ. Sci. 2021, 11(8), 446; https://doi.org/10.3390/educsci11080446
Received: 23 July 2021 / Revised: 4 August 2021 / Accepted: 12 August 2021 / Published: 20 August 2021
The global coronavirus disease (COVID-19) outbreak forced a shift from face-to-face education to online learning in higher education settings around the world. From the outset, COVID-19 online learning (CoOL) has differed from conventional online learning due to the limited time that students, instructors, and institutions had to adapt to the online learning platform. Such a rapid transition of learning modes may have affected learning effectiveness, which is yet to be investigated. Thus, identifying the predictive factors of learning effectiveness is crucial for the improvement of CoOL. In this study, we assess the significance of university support, student–student dialogue, instructor–student dialogue, and course design for learning effectiveness, measured by perceived learning outcomes, student initiative, and satisfaction. A total of 409 university students completed our survey. Our findings indicated that student–student dialogue and course design were predictive factors of perceived learning outcomes whereas instructor–student dialogue was a determinant of student initiative. University support had no significant relationship with either perceived learning outcomes or student initiative. In terms of learning effectiveness, both perceived learning outcomes and student initiative determined student satisfaction. The results identified that student–student dialogue, course design, and instructor–student dialogue were the key predictive factors of CoOL learning effectiveness, which may determine the ultimate success of CoOL. View Full-Text
Keywords: coronavirus disease; perceived learning outcomes; remote teaching/learning; student satisfaction; student initiative; sustainable education coronavirus disease; perceived learning outcomes; remote teaching/learning; student satisfaction; student initiative; sustainable education
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MDPI and ACS Style

Tsang, J.T.Y.; So, M.K.P.; Chong, A.C.Y.; Lam, B.S.Y.; Chu, A.M.Y. Higher Education during the Pandemic: The Predictive Factors of Learning Effectiveness in COVID-19 Online Learning. Educ. Sci. 2021, 11, 446. https://doi.org/10.3390/educsci11080446

AMA Style

Tsang JTY, So MKP, Chong ACY, Lam BSY, Chu AMY. Higher Education during the Pandemic: The Predictive Factors of Learning Effectiveness in COVID-19 Online Learning. Education Sciences. 2021; 11(8):446. https://doi.org/10.3390/educsci11080446

Chicago/Turabian Style

Tsang, Jenny T.Y., Mike K.P. So, Andy C.Y. Chong, Benson S.Y. Lam, and Amanda M.Y. Chu 2021. "Higher Education during the Pandemic: The Predictive Factors of Learning Effectiveness in COVID-19 Online Learning" Education Sciences 11, no. 8: 446. https://doi.org/10.3390/educsci11080446

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