ABSTRACT
The pandemic in 2020 known as Covid-19 had an impact on independent learning at home. Learning in university ultimately needs to be done online because of face-to-face restrictions. However, online learning activities ultimately affect the level of student motivation in learning. Examining the implementation of learning system on the university, the purpose of this study is to evaluate e-Iearning adoption on student psychological motivation through IT infrastructure support and perceived ease of use. This research examines a model with the goal of student psychological motivation, so that a study was carried out on students with a total of 149 respondents. The research method was carried out by quantitative surveys and research data obtained from questionnaires. Research with path analysis was conducted to evaluate the research model. In testing the research model, a study was carried out through the evaluation of research hypotheses. The findings in the model test results it is known that IT infrastructure and perceived ease of use are important for student regarding adoption to online learning. Another finding was conveyed that e-Iearning adoption can increase students' psychological motivation. The research findings focus on the mediation model of e-Iearning adoption;furthermore for universities, this model can be used as input on the implementation of online learning. Model adaptation aims to increase student motivation in dealing with online learning. © 2022 IEEE.
ABSTRACT
The COVID-19 pandemic has forced millions of students to stay indoors and adapt to the new normal, namely distance learning at home, placing online learning in the spotlight. However, students’ motivation for online learning and its effectiveness in skill development during the COVID-19 pandemic has not been widely studied. This study examined the relationship between students’ fear of COVID-19 and students’ social presence in online learning while investigating the parallel mediating role of student psychological motivation and cognitive problem-solving skills related to online learning. The participants were 472 university students in Malaysia and Pakistan. An online data collection technique using Google Forms was employed. Faculty members of the universities were asked to share the survey with their students. Moreover, using a snowball sampling technique, students were requested to share the survey with their friends. SPSS Statistics (Version 21) was employed to do preliminary data analysis, AMOS (Version 21) software was used to conduct confirmatory factor analysis using a maximum likelihood estimation, and Hayes’ PROCESS model was used to examine proposed hypotheses. The results show that only cognitive problem solving mediates the relationship between fear of COVID-19 and students’ social presence in online learning in Malaysian samples. In Pakistan, cognitive problem solving and psychological motivation mediate the relationship between fear of COVID-19 and students’ social presence in online learning. The study found that developing cognitive problem-solving skills and providing psychological motivation could enhance their engagement with online learning.
ABSTRACT
The COVID-19 pandemic has forced millions of students to stay indoors and adapt to the new normal, namely distance learning at home, placing online learning in the spotlight. However, students' motivation for online learning and its effectiveness in skill development during the COVID-19 pandemic has not been widely studied. This study examined the relationship between students' fear of COVID-19 and students' social presence in online learning while investigating the parallel mediating role of student psychological motivation and cognitive problem-solving skills related to online learning. The participants were 472 university students in Malaysia and Pakistan. An online data collection technique using Google Forms was employed. Faculty members of the universities were asked to share the survey with their students. Moreover, using a snowball sampling technique, students were requested to share the survey with their friends. SPSS Statistics (Version 21) was employed to do preliminary data analysis, AMOS (Version 21) software was used to conduct confirmatory factor analysis using a maximum likelihood estimation, and Hayes' PROCESS model was used to examine proposed hypotheses. The results show that only cognitive problem solving mediates the relationship between fear of COVID-19 and students' social presence in online learning in Malaysian samples. In Pakistan, cognitive problem solving and psychological motivation mediate the relationship between fear of COVID-19 and students' social presence in online learning. The study found that developing cognitive problem-solving skills and providing psychological motivation could enhance their engagement with online learning.