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Dual Aspects of COVID-19 on Facilitating Conditions and Students' Willingness to Continue Online Learning

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Title: Dual Aspects of COVID-19 on Facilitating Conditions and Students' Willingness to Continue Online Learning
Language: English
Authors: Md.Abu Issa Gazi, Muhammad Khalilur Rahman, Mohammad Bin Amin, Md Arafat Hossain, Moniya Sultana, Abdul Rahman bin S Senathirajah, Veronika Fenyves
Source: Educational Process: International Journal. Article e2025121 2025 15.
Availability: UNIVERSITEPARK Limited. iTOWER Plaza (No61, 9th floor) Merkez Mh Akar Cd No3, Sisli, Istanbul, Turkey 34382. e-mail: editor@edupij.com; Web site: http://www.edupij.com/
Peer Reviewed: Y
Page Count: 26
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: COVID-19, Pandemics, Student Attitudes, Online Courses, Distance Education, Usability, Value Judgment, Technological Literacy, Affordances, Barriers, Technology Uses in Education, Foreign Countries, College Students
Geographic Terms: China
ISSN: 2147-0901
2564-8020
Abstract: Background/purpose: The crisis caused by the COVID-19 pandemic has altered the direction of education worldwide, emphasizing the prospects and problems of using online learning platforms. This study aims to investigate the dual aspects of COVID-19 (positive and negative) on facilitating conditions for learning quality that affect students' willingness to continue online learning. Materials/methods: The study's hypotheses were evaluated using an online survey of 320 respondents who were enrolled in public universities. The analysis used partial least squares structural equation modeling (PLS-SEM). Results: The study found that the positive and negative impacts of COVID-19 predict students' facilitating conditions, which in turn have a significant positive effect on their perceived usefulness, perceived ease of use, and tech competency while being negatively associated with subjective norms. Additionally, perceived usefulness, ease of use, and tech competency were found to have a significant positive relationship with students' attitudes toward online learning. However, the subjective norm was negatively associated with attitudes. The study revealed that students' attitudes toward the quality of online learning have a significant negative impact on their willingness to continue with online learning. Conclusion: The study's empirical contribution lies in its exploration of the positive and negative impacts of COVID-19 on students' willingness to continue online learning. This is particularly relevant and important in the current educational scenery. By identifying and understanding these factors, educational institutions can improve the quality and accessibility of online learning, ultimately leading to better educational outcomes for students.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1475784
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Dual Aspects of COVID-19 on Facilitating Conditions and Students' Willingness to Continue Online Learning
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  Data: UNIVERSITEPARK Limited. iTOWER Plaza (No61, 9th floor) Merkez Mh Akar Cd No3, Sisli, Istanbul, Turkey 34382. e-mail: editor@edupij.com; Web site: http://www.edupij.com/
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  Data: <searchLink fieldCode="DE" term="%22China%22">China</searchLink>
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  Data: 2147-0901<br />2564-8020
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Background/purpose: The crisis caused by the COVID-19 pandemic has altered the direction of education worldwide, emphasizing the prospects and problems of using online learning platforms. This study aims to investigate the dual aspects of COVID-19 (positive and negative) on facilitating conditions for learning quality that affect students' willingness to continue online learning. Materials/methods: The study's hypotheses were evaluated using an online survey of 320 respondents who were enrolled in public universities. The analysis used partial least squares structural equation modeling (PLS-SEM). Results: The study found that the positive and negative impacts of COVID-19 predict students' facilitating conditions, which in turn have a significant positive effect on their perceived usefulness, perceived ease of use, and tech competency while being negatively associated with subjective norms. Additionally, perceived usefulness, ease of use, and tech competency were found to have a significant positive relationship with students' attitudes toward online learning. However, the subjective norm was negatively associated with attitudes. The study revealed that students' attitudes toward the quality of online learning have a significant negative impact on their willingness to continue with online learning. Conclusion: The study's empirical contribution lies in its exploration of the positive and negative impacts of COVID-19 on students' willingness to continue online learning. This is particularly relevant and important in the current educational scenery. By identifying and understanding these factors, educational institutions can improve the quality and accessibility of online learning, ultimately leading to better educational outcomes for students.
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 26
    Subjects:
      – SubjectFull: COVID-19
        Type: general
      – SubjectFull: Pandemics
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Online Courses
        Type: general
      – SubjectFull: Distance Education
        Type: general
      – SubjectFull: Usability
        Type: general
      – SubjectFull: Value Judgment
        Type: general
      – SubjectFull: Technological Literacy
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      – SubjectFull: Affordances
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      – SubjectFull: Barriers
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      – SubjectFull: Technology Uses in Education
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      – SubjectFull: Foreign Countries
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      – SubjectFull: College Students
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      – SubjectFull: China
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              Y: 2025
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