College students’ use and acceptance of emergency online learning due to COVID-19
By Patricia Aguilera-Hermida. International Journal of Educational Research Open, 2020
1,032 citations recorded by the source corpus.
Due to COVID-19, higher education institutions transitioned to online learning. This study explored college students’ perceptions of their adoption, use, and acceptance of emergency online learning. The factors analyzed were attitude, affect, and motivation; perceived behavioral control (ease of use of technology, self-efficacy, and accessibility), and cognitive engagement. Quantitative and qualitative data were collected from 270 students. The findings present how attitude, motivation, self-efficacy, and use of technology play a significant role in the cognitive engagement and academic performance of students. Also, participants preferred face-to-face learning over online learning. This study presents suggestions on how to improve the acceptance of emergency online learning.
Subfields: Clinical Psychology, Social Psychology
View Paper: https://www.semanticscholar.org/paper/81077ec2b3a362d33be517915dc107926f869457
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Citations in the corpus
- The Effect of Competences, Work Motivation, Learning Environment on Human Resource Performance (2021, background): “…be able to deal with the COVID-19 pandemic conditions and demand actors in the world of education to be able to improve the quality of education, which is determined by the national rate of education, academic quality, extra education and graduate potential (Bosveld et al., 2020; Patricia, 2020).”