Changes in university students’ behavioral intention to learn online throughout the COVID-19 : Insights for online teaching in the post-pandemic era

Journal article


Zhu, Yue, Geng, Gretchen, Disney, Leigh and Pan, Zihao. (2023). Changes in university students’ behavioral intention to learn online throughout the COVID-19 : Insights for online teaching in the post-pandemic era. Education and Information Technologies. 28(4), pp. 3859-3892. https://doi.org/10.1007/s10639-022-11320-0
AuthorsZhu, Yue, Geng, Gretchen, Disney, Leigh and Pan, Zihao
Abstract

Many researchers investigated university students’ behavioural intention to undertake online courses during COVID. However, few examined how students’ intention might change throughout COVID by incorporating their learning capability and approaches. The universities in China went through a process from lockdown in February to reopening in September 2020. It provided a unique context for university students in China to experience emergent online learning for approximately six months before returning to normal face-to-face or blended learning on campus. The researchers conducted a questionnaire survey among 193 Chinese university students to investigate the changes in their behavioral intention to learn online throughout COVID. Additionally, the researchers explored the relationships between the participants’ behavioral intention and the factors of learning capability in general, application of specific online learning strategies, online course engagement levels, and academic performance. It was found that the participants’ intention to study online significantly increased during COVID and then slightly decreased after the university reopened. The participants’ intention of online learning after COVID was predicted by their prior intention, learning capability, application of online learning strategies, and online course engagement. The participants’ perceptions about online learning revealed that, when choosing future course delivery modes, they would a) reflect on their own disposition, capability, and needs, b) compare different learning modes, and c) examine course quality and teachers’ competency. The participants also shared advice regarding their expectation of future online courses which may help shape university educators’ pedagogical practices and provide insights for university online and blended course delivery from learners’ perspectives.

Keywordsbehavioral intention; general learning capability; application of online learning strategies; online course engagement; COVID-19
Year2023
JournalEducation and Information Technologies
Journal citation28 (4), pp. 3859-3892
PublisherSpringer
ISSN1360-2357
Digital Object Identifier (DOI)https://doi.org/10.1007/s10639-022-11320-0
PubMed ID36210913
Scopus EID2-s2.0-85139603975
PubMed Central IDPMC9529601
Page range3859-3892
FunderZhejiang Normal University
Publisher's version
License
All rights reserved
File Access Level
Controlled
Output statusPublished
Publication dates
Online04 Oct 2022
Publication process dates
Accepted31 Aug 2022
Deposited08 Jun 2023
Grant IDjykf22001
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