ror.org/0095xcq10
Résumés
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.
Keywords:
- fear of COVID-19,
- social presence,
- cognitive problem-solving skills,
- psychological motivation,
- online learning,
- Pakistan,
- Malaysia
Parties annexes
Bibliography
- Adedoyin, O. B., & Soykan, E. (2020). Covid-19 pandemic and online learning: The challenges and opportunities. Interactive Learning Environments. https://doi.org/10.1080/10494820.2020.1813180
- Ahorsu, D. K., Lin, C.-Y., Imani, V., Saffari, M., Griffiths, M. D., & Pakpour, A. H. (2020). The fear of COVID-19 scale: Development and initial validation. International Journal of Mental Health and Addiction. https://doi.org/10.1007/s11469-020-00270-8
- Al-Maroof, R. S., Salloum, S. A., Hassanien, A. E., & Shaalan, K. (2020). Fear from COVID-19 and technology adoption: The impact of Google Meet during coronavirus pandemic. Interactive Learning Environments, 1-16. https://doi.org/10.1080/10494820.2020.1830121
- Amin, I., & Mariani, S. (2017). PME learning model: The conceptual theoretical study Of metacognition learning In mathematics problem solving based on constructivism. International Electronic Journal of Mathematics Education, 12(3), 333-352. https://www.iejme.com/article/pme-learning-model-the-conceptual-theoretical-study-of-metacognition-learning-in-mathematics
- Baber, H. (2021). Social interaction and effectiveness of the online learning - A moderating role of maintaining social distance during the pandemic COVID-19. Asian Education and Development Studies. Vol. ahead-of-print No. ahead-of-print. https://doi.org/10.1108/AEDS-09-2020-0209
- Basilaia, G., & Kvavadze, D. (2020). Transition to online education in schools during a SARS-CoV-2 coronavirus (COVID-19) pandemic in Georgia. Pedagogical Research, 5(4), Article em0060. https://doi.org/10.29333/pr/7937
- Bayrak, B., & Bayram, H. (2011). Effects of problem-based learning in a Web environment on conceptual understanding: The subject of acids and bases. International Online Journal of Educational Sciences, 3(3), 831-848. https://iojes.net
- Bekele, T. A. (2010). Motivation and satisfaction in Internet-supported learning environments: A review. Educational Technology & Society, 13(2), 116-127. https://www.jstor.org/stable/jeductechsoci.13.2.116
- Bickle, J. T., Hirudayaraj, M., & Doyle, A. (2019). Social presence theory: Relevance for HRD/VHRD research and practice. Advances in Developing Human Resources, 21(3), 383-399. https://doi.org/10.1177/1523422319851477
- Borghans, L., Golsteyn, B. H., & Zölitz, U. (2015). School quality and the development of cognitive skills between age four and six (Discussion paper No. 9200). Institute for the Study of Labor (IZA). http://hdl.handle.net/10419/114080
- Chang, K.-C., Hou, W.-L., Pakpour, A. H., Lin, C.-Y., & Griffiths, M. D. (2020). Psychometric testing of three COVID-19-related scales among people with mental illness. International Journal of Mental Health and Addiction, 1-13. https://doi.org/10.1007/s11469-020-00361-6
- Daniel, J. (2020). Education and the COVID-19 pandemic. PROSPECTS, 49(1-2), 91-96. https://doi.org/10.1007/s11125-020-09464-3
- Dashtestani, R. (2020). Online courses in the higher education system of Iran: A stakeholder-based investigation of pre-service teachers’ acceptance, learning achievement, and satisfaction. The International Review of Research in Open and Distributed Learning, 21(4), 117-142. https://doi.org/10.19173/irrodl.v21i4.4873
- Dhawan, S. (2020). Online learning: A panacea in the time of COVID-19 crisis. Journal of Educational Technology Systems, 49(1), 5-22. https://doi.org/10.1177/0047239520934018
- Dost, S., Hossain, A., Shehab, M., Abdelwahed, A., & Al-Nusair, L. (2020). Perceptions of medical students towards online teaching during the COVID-19 pandemic: A national cross-sectional survey of 2,721 UK medical students. BMJ Open, 10(11), Article e042378. https://doi.org/10.1136/bmjopen-2020-042378
- Elmer, T., Mepham, K., & Stadtfeld, C. (2020). Students under lockdown: Comparisons of students’ social networks and mental health before and during the COVID-19 crisis in Switzerland. PLOS ONE, 15(7), Article e0236337. https://doi.org/10.1371/journal.pone.0236337
- Fornell, C., & Larcker, D. F. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research, 18(1), 39-50. https://doi.org/10.1177/002224378101800104
- Gillett-Swan, J. (2017). The challenges of online learning: Supporting and engaging the isolated learner. Journal of Learning Design, 10(1), 20-30. https://doi.org/10.5204/jld.v9i3.293
- Grieve, R., Padgett, C. R., & Moffitt, R. L. (2016). Assignments 2.0: The role of social presence and computer attitudes in student preferences for online versus offline marking. The Internet and Higher Education, 28, 8-16. https://doi.org/10.1016/j.iheduc.2015.08.002
- Hasan, N., & Bao, Y. (2020). Impact of “e-learning crack-up” perception on psychological distress among college students during COVID-19 pandemic: A mediating role of “fear of academic year loss.” Children and Youth Services Review, 118, Article 105355. https://doi.org/10.1016/j.childyouth.2020.105355
- Hayes, A. F., & Preacher, K. J. (2013). Conditional process modeling using structural equation modeling to examine contingent causal processes. In G. R. Hancock & R. O. Mueller (Eds.), Structural Equation Modeling: A Second Course (pp. 219-266). IAP Information Age Publishing. https://psycnet.apa.org/record/2014-01991-006
- Hostetter, C., & Busch, M. (2006). Measuring up online: The relationship between social presence and student learning satisfaction. Journal of Scholarship of Teaching and Learning, 6(2), 1-12. https://eric.ed.gov/?id=EJ854921
- Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1-55. https://doi.org/10.1080/10705519909540118
- Huang, C., Wang, Y., Li, X., Ren, L., Zhao, J., Hu, Y., Zhang, L., Fan, G., Xu, J., Gu, X., Cheng, Z., Yu, T., Xia, J., Wei, Y., Wu, W., Xie, X., Yin, W., Li, H., Liu, M., ... Cao, B. (2020). Clinical features of patients infected with 2019 novel coronavirus in Wuhan, China. The Lancet, 395(10223), 497-506. https://doi.org/10.1016/S0140-6736(20)30183-5
- Irawan, A. W., Dwisona, D., & Lestari, M. (2020). Psychological impacts of students on online learning during the pandemic COVID-19. KONSELI: Jurnal Bimbingan Dan Konseling (E-Journal), 7(1), 53-60. https://doi.org/10.24042/kons.v7i1.6389
- Jonassen, D. H., & Rohrer-Murphy, L. (1999). Activity theory as a framework for designing constructivist learning environments. Educational Technology Research and Development, 47, 61-79. https://doi.org/10.1007/BF02299477
- Kassim, M. A. M., Pang, N. T. P., Mohamed, N. H., Kamu, A., Ho, C. M., Ayu, F., Rahim, S. S. S. A., Omar, A., & Jeffree, M. S. (2021). Relationship between fear of COVID-19, psychopathology and sociodemographic variables in Malaysian population. International Journal of Mental Health and Addiction, 1-8. https://doi.org/10.1007/s11469-020-00444-4
- Lee, J., Song, H. D., & Hong, A. J. (2019). Exploring factors, and indicators for measuring students’ sustainable engagement in e-learning. Sustainability (Switzerland), 11(4), 985. https://doi.org/10.3390/su11040985
- Lee, K., Fanguy, M., Lu, X. S., & Bligh, B. (2021). Student learning during COVID-19: It was not as bad as we feared. Distance Education, 42(1), 164-172. https://doi.org/10.1080/01587919.2020.1869529
- Liu, O. L., Bridgeman, B., & Adler, R. M. (2012). Measuring learning outcomes in higher education: Motivation matters. Educational Researcher, 41(9), 352-362. https://doi.org/10.3102/0013189X12459679
- Mamun, M. A., & Griffiths, M. D. (2020). A rare case of Bangladeshi student suicide by gunshot due to unusual multiple causalities. Asian Journal of Psychiatry, 49, Article 101951. https://doi.org/10.1016/j.ajp.2020.101951
- Masalimova, A. R., Mikhaylovsky, M. N., Grinenko, A. V., Smirnova, M. E., Andryushchenko, L. B., Kochkina, M. A., & Kochetkov, I. G. (2019). The interrelation between cognitive styles and copying strategies among student youth. Eurasia Journal of Mathematics, Science and Technology Education, 15(4), Article em1695. https://doi.org/10.29333/ejmste/103565
- McWhirter, N., & Shealy, T. (2020). Case-based flipped classroom approach to teach sustainable infrastructure and decision-making. International Journal of Construction Education and Research, 16(1), 3-23. https://doi.org/10.1080/15578771.2018.1487892
- Mubarak, A. A., Cao, H., & Zhang, W. (2020). Prediction of students’ early dropout based on their interaction logs in online learning environment. Interactive Learning Environments. https://doi.org/10.1080/10494820.2020.1727529
- Noordegraaf-Eelens, L., Kloeg, J., & Noordzij, G. (2019). PBL and sustainable education: addressing the problem of isolation. Advances in Health Sciences Education, 24(5), 971-979. https://doi.org/10.1007/s10459-019-09927-z
- Oudeyer, P.-Y., Gottlieb, J., & Lopes, M. (2016). Intrinsic motivation, curiosity, and learning: Theory and applications in educational technologies. In B. Studer & S. Knecht (Eds.), Progress in brain research: Vol. 229. Motivation: Theory, neurobiology and applications (pp. 257-284). Elsevier. https://doi.org/10.1016/bs.pbr.2016.05.005
- Perz, C. A., Lang, B. A., & Harrington, R. (2020). Validation of the fear of COVID-19 scale in a US college sample. International Journal of Mental Health and Addiction, 1-11. https://doi.org/10.1007/s11469-020-00356-3
- Pramukti, I., Strong, C., Sitthimongkol, Y., Setiawan, A., Pandin, M. G. R., Yen, C.-F., Lin, C.-Y., Griffiths, M. D., & Ko, N.-Y. (2020). Anxiety and suicidal thoughts during the COVID-19 pandemic: Cross-country comparative study among Indonesian, Taiwanese, and Thai university students. Journal of Medical Internet Research, 22(12), Article e24487. https://doi.org/10.2196/24487
- Romero, L., Orzechowski, A., & Rahatka, O. (2014). Teaching problem-solving and critical-thinking skills online using problem-based learning. Educational Technology, 54(1), 20-25. https://www.jstor.org/stable/44430231
- Sakib, N., Bhuiyan, A. K. M. I., Hossain, S., Al Mamun, F., Hosen, I., Abdullah, A. H., Sarker, M. A., Mohiuddin, M. S., Rayhan, I., Hossain, M., Sikder, M. T., Gozal, D., Muhit, M., Islam, S. M. S., Griffiths, M. D., Pakpour, A. H., & Mamun, M. A. (2020). Psychometric validation of the Bangla fear of COVID-19 scale: Confirmatory factor analysis and Rasch analysis. International Journal of Mental Health and Addiction, 1-12. https://doi.org/10.1007/s11469-020-00289-x
- Shapiro, H. B., Lee, C. H., Wyman Roth, N. E., Li, K., Çetinkaya-Rundel, M., & Canelas, D. A. (2017). Understanding the massive open online course (MOOC) student experience: An examination of attitudes, motivations, and barriers. Computers & Education, 110, 35-50. https://doi.org/10.1016/j.compedu.2017.03.003
- Shea, P., Fredericksen, E., Pickett, A., Pelz, W., & Swan, K. (2001). Measures of learning effectiveness in the SUNY learning network. In Online Education (pp. 1-24). http://hdl.handle.net/1802/2764
- Songkram, N., Khlaisang, J., Puthaseranee, B., & Likhitdamrongkiat, M. (2015). E-learning system to enhance cognitive skills for learners in higher education. Procedia - Social and Behavioral Sciences, 174, 667-673. https://doi.org/10.1016/j.sbspro.2015.01.599
- Stenbom, S. (2018). A systematic review of the community of inquiry survey. The Internet and Higher Education, 39, 22-32. https://doi.org/10.1016/j.iheduc.2018.06.001
- Stodel, E. J., Thompson, T. L., & MacDonald, C. J. (2006). Learners’ perspectives on what is missing from online learning: Interpretations through the community of inquiry framework. The International Review of Research in Open and Distributed Learning, 7(3). https://doi.org/10.19173/irrodl.v7i3.325
- Strong, R. (2012). Investigating students’ satisfaction with e-learning courses: The effect of learning environment and social presence. Journal of Agricultural Education, 53(3), 98-110. https://doi.org/10.5032/jae.2012.03098
- Woods, R. H., & Baker, J. D. (2004). Interaction and immediacy in online learning. The International Review of Research in Open and Distributed Learning, 5(2). https://doi.org/10.19173/irrodl.v5i2.186
- Zoller, U., & Pushkin, D. (2007). Matching higher-order cognitive skills (HOCS) promotion goals with problem-based laboratory practice in a freshman organic chemistry course. Chemistry Education Research and Practice, 8(2), 153-171. https://doi.org/10.1039/B6RP90028C
- Zolotov, Y., Reznik, A., Bender, S., & Isralowitz, R. (2020). COVID-19 fear, mental health, and substance use among Israeli university students. International Journal of Mental Health and Addiction, 1-7. https://doi.org/10.1007/s11469-020-00351-8