@article{scholars17518,
            year = {2022},
             doi = {10.1080/10447318.2022.2119659},
            note = {cited By 3},
         journal = {International Journal of Human-Computer Interaction},
       publisher = {Taylor and Francis Ltd.},
           title = {E-Learning Engagement and Effectiveness during the COVID-19 Pandemic: The Interaction Model},
          author = {Poon, W. C. and Kunchamboo, V. and Koay, K. Y.},
            issn = {10447318},
             url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85138409827&doi=10.1080\%2f10447318.2022.2119659&partnerID=40&md5=594ff2be21f1c0129047db358b7c0ae7},
        keywords = {E-learning; Education computing; Learning systems, Computer self-efficacy; E - learning; Effective learning; Interaction modeling; Learning effectiveness; Learning satisfactions; Managerial implications; Steep learning curve; Structural equation models; Student expectations, COVID-19},
        abstract = {COVID-19 has disrupted the education environment. But, little is known on how e-learning engagement impacts learning effectiveness and satisfaction with the interaction of computer self-efficacy in the study from home context. We examine how students{\^a}?? expectations to adopt e-learning contribute to e-engagement that influences e-learning effectiveness and satisfaction and explore the moderating role of computer self-efficacy between e-learning engagement and effectiveness using structural equation modelling. Results from the 212 usable data reveal that e-learning expectations to adopt e-learning contribute positively to e-learning engagement, which is fundamental for effective learning that leads to learning satisfaction. Computer self-efficacy appears to have a significant positive effect on e-learning effectiveness, but no evidence on e-learning engagement. Computer self-efficacy moderates the relationship between e-learning engagement and perceived e-learning effectiveness in the study from home context during the pandemic. The findings have important managerial implications for administrators in the universities. Students are adjusting and facing a steep learning curve as they work through the mechanics of e-learning in the new normal COVID-19 environment. They learn to interact with peers and lecturers via electronic means, digest and absorb complicated content and concepts through unfamiliar e-learning platforms in home spaces. Limitations and future research are discussed. {\^A}{\copyright} 2022 Taylor \& Francis Group, LLC.}
}