ArticleEducation and information technologies2023
Changes in university students' behavioral intention to learn online throughout the COVID-19: Insights for online teaching in the post-pandemic era.
Article in Education and information technologies, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.
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Who cites it
3 citing papers in PubMed.
- Leveraging learning management systems in medical education: a scoping review of use, outcomes, and improvement pathways.Medical education online · 2025Article
- Highly stressful global event affecting health sciences students: A longitudinal qualitative study.PloS one · 2025Article
- Has the educational use of digital technologies changed after the pandemic? A longitudinal study.PloS one · 2024Article
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Authors and funding
4 authors.
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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. Supplementary Information: The online version contains supplementary material available at 10.1007/s10639-022-11320-0.
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