Attitude and Performance for Online Learning during COVID-19 Pandemic: A Meta-Analytic Evidence

Abstract

The COVID-19 pandemic prominently hit almost all the aspects of our life, especially in routine education. For public health security, online learning has to be enforced to replace classroom learning. Thus, it is a priority to clarify how these changes impacted students. We built a random-effect model of a meta-analysis to pool individual effect sizes for published articles concerning the attitudes and performance towards online learning. Databases included Google Scholar, PubMed and (Chinese) CNKI repository. Further, a moderated analysis and meta-regression were further used to clarify potential heterogenous factors impacting this pooled effect. Forty published papers (n = 98,558) were screened that were eligible for formal analysis. Meta-analytic results demonstrated that 13.3% (95% CI: 10.0–17.5) of students possessed negative attitudes towards online learning during the COVID-19 pandemic. A total of 12.7% (95% CI: 9.6–16.8) students were found to report poor performance in online learning. Moderated analysis revealed poor performance in online learning in the early pandemic (p = 0.006). Results for the meta-regression analysis showed that negative attitudes could predict poor learning performance significantly (p = 0.026). In conclusion, online learning that is caused by COVID-19 pandemic may have brought about negative learning attitudes and poorer learning performance compared to classroom learning, especially in the early pandemic.

Online learning effectiveness in private higher education institutions: the mediating roles of emotions and students’ learning behaviour

“…Their findings indicated that while online learning offers some benefits, this study mode is generally less effective when compared to face-to-face classroom learning. A similar conclusion was drawn by Liu et al (2022) through their meta-analytic assessment. Therefore, it becomes imperative to prioritise and rigorously evaluate the effectiveness of online learning methodologies.…”

“…This, in turn, motivates their active participation and ultimately positively influences OLE and their perception of the benefits of online learning (Hongsuchon et al, 2022). Conversely, negative students' attitudes towards online learning are significantly related to poor online learning performance (Liu et al, 2022). High self-efficacy among postgraduate students encourages proactive OLB (Prior et al, 2016).…”

A Study on the Factors Influencing the Sustainable Development of Education in the Context of COVID-19: Tencent Conference Online Platform

“…In the winter of 2019, cases of the novel coronavirus were reported in Wuhan, Hubei Province, China [1]. At the beginning of the following year, the World Health Organization named the outbreak coronavirus disease (COVID-19) [2,3].…”

Particulate Matter (PM2.5) and Mould Characteristics in Selected Classrooms Located in Waikato, New Zealand: Preliminary Results

“…The education sector represents a particularly high-risk group of building users, due to large numbers of learners commonly spending extended periods of time together in open lecture rooms. An example of how this risk has been addressed in the education sector can be seen in China, where many universities moved to online and hybrid teaching during the pandemic period [5,6]. However, complete separation of learners from a collective learning space is not always possible or practicable, so measures to improve the hygiene Environments 2023, 10, 182 2 of 14 of learning spaces have also needed to be introduced.…”