Students’ Psychological Perceptions Toward Online Learning Engagement and Outcomes during the COVID-19 Pandemic: a Comparative Analysis of Students in Three Different Countries

• Natalia Zapata-Cuervo ^[1] ; Maricela I. Montes-Guerra ^[1] ; Hyejo Hailey Shin ^[2] ; Miyoung Jeong ^[3] ; Mi-Hea Cho ^[4]
  1. [1] Universidad de La Sabana

     Universidad de La Sabana

     Colombia

     
  2. [2] Hong Kong Polytechnic University

     Hong Kong Polytechnic University

     RAE de Hong Kong (China)

     
  3. [3] University of South Carolina

     University of South Carolina

     Estados Unidos

     
  4. [4] Sejong University

     Sejong University

     Corea del Sur

     

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• Localización: Journal of hospitality and tourism education, ISSN 1096-3758, Vol. 35, Nº. 2, 2023, págs. 108-122
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Dialnet Métricas: 5 Citas
• Resumen

  • Due to COVID-19, universities have shifted to offer online learning for their students from traditional face-to-face learning. Despite various efforts made by university administrators for their students’ online learning during the COVID-19 pandemic, not much has been identified about how students perceived online learning and what factors affected their online learning engagement and outcomes. Examining students’ motivation, self-efficacy, and anxiety as key factors for their online learning engagement and outcomes, this study conducted a self-administered online survey with college students in three countries: the U.S., South Korea, and Colombia. This study used SEM to test hypotheses and conducted a multi-group analysis to find differences among students. The findings indicated that students’ self-efficacy and anxiety significantly impacted their online learning engagement, influencing online learning outcomes. Although students were highly engaged in online learning, their perceived online learning was not so effective and rigorous compared to face-to-face learning