eprintid: 17518
rev_number: 2
eprint_status: archive
userid: 1
dir: disk0/00/01/75/18
datestamp: 2023-12-19 03:23:53
lastmod: 2023-12-19 03:23:53
status_changed: 2023-12-19 03:08:11
type: article
metadata_visibility: show
creators_name: Poon, W.C.
creators_name: Kunchamboo, V.
creators_name: Koay, K.Y.
title: E-Learning Engagement and Effectiveness during the COVID-19 Pandemic: The Interaction Model
ispublished: pub
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
note: cited By 3
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� 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. © 2022 Taylor & Francis Group, LLC.
date: 2022
publisher: Taylor and Francis Ltd.
official_url: https://www.scopus.com/inward/record.uri?eid=2-s2.0-85138409827&doi=10.1080%2f10447318.2022.2119659&partnerID=40&md5=594ff2be21f1c0129047db358b7c0ae7
id_number: 10.1080/10447318.2022.2119659
full_text_status: none
publication: International Journal of Human-Computer Interaction
refereed: TRUE
issn: 10447318
citation:   Poon, W.C. and Kunchamboo, V. and Koay, K.Y.  (2022) E-Learning Engagement and Effectiveness during the COVID-19 Pandemic: The Interaction Model.  International Journal of Human-Computer Interaction.   ISSN 10447318