ABSTRACT

Due to COVID-19, universities have shifted to offer online learning for their students from traditional face-to-face learning. Despite various efforts made by university administrators for their students’ online learning during the COVID-19 pandemic, not much has been identified about how students perceived online learning and what factors affected their online learning engagement and outcomes. Examining students’ motivation, self-efficacy, and anxiety as key factors for their online learning engagement and outcomes, this study conducted a self-administered online survey with college students in three countries: the U.S., South Korea, and Colombia. This study used SEM to test hypotheses and conducted a multi-group analysis to find differences among students. The findings indicated that students’ self-efficacy and anxiety significantly impacted their online learning engagement, influencing online learning outcomes. Although students were highly engaged in online learning, their perceived online learning was not so effective and rigorous compared to face-to-face learning.

摘要

由于 COVID-19，大学已经从传统的面对面学习转向为学生提供在线学习。尽管大学管理人员在 COVID-19 大流行期间为学生的在线学习做出了各种努力，但关于学生如何看待在线学习以及哪些因素影响他们的在线学习参与度和结果，人们并没有太多了解。本研究将学生的动机、自我效能和焦虑作为影响他们在线学习参与度和结果的关键因素进行了检查，对美国、韩国和哥伦比亚这三个国家的大学生进行了一项自我管理的在线调查。本研究使用 SEM 来检验假设，并进行了多组分析以发现学生之间的差异。调查结果表明，学生的自我效能和焦虑显着影响他们的在线学习参与度，从而影响在线学习结果。尽管学生对在线学习的参与度很高，但他们认为与面对面学习相比，在线学习并不那么有效和严格。