E-Learning Engagement and Effectiveness during the COVID-19 Pandemic: The Interaction Model

• Main Authors: Poon, W.C., Kunchamboo, V., Koay, K.Y.
• Format: Article
• Published: Taylor and Francis Ltd. 2022
• Online Access: http://scholars.utp.edu.my/id/eprint/33934/; https://www.scopus.com/inward/record.uri?eid=2-s2.0-85138409827&doi=10.1080%2f10447318.2022.2119659&partnerID=40&md5=594ff2be21f1c0129047db358b7c0ae7

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.