The impact of COVID-19 on student motivation, community of inquiry and learning performance

Abstract

PurposeThis paper aims to investigate the impact of COVID-19 on the students studying in higher education institutions pre and during Movement Control Order (MCO). MCO was introduced in March 2020, and the learning process must switch from face-to-face to online learning in schools and universities. This study particularly focuses on university students by analyzing the students' motivation, the community of inquiry and learning performance. In total, three factors are examined in the construct of the community of inquiry, namely social presence, cognitive presence and teaching presence.Design/methodology/approachThis paper provides quantitative analysis and paired sample t-tests on the students' learning motivation, the community of inquiry and learning performance. This paper presents the analysis of the online learning preference of 282 university students and examines whether there is significant difference in preference before and during MCO.FindingsThe findings indicated that the students lost motivation and learning performance using online learning methods during the MCO period. There is a lack of infrastructure to support the learning and social support from the lecturers and peers.Research limitations/implicationsThis research helps to explore improvements that are needed to manage such a pandemic to support teaching staff and students.Practical implicationsThe COVID-19 is a pandemic that has affected the learning process of the students, and it should not be neglected even when it is over. Policymakers shall consider providing more training and better infrastructures to cater to smooth Internet connection and platform for online learning. Students are not able to focus on learning using online learning methods and, they lack motivation during the pandemic. The teaching faculty also need to be well-trained in delivering online courses and to be more tech-savvy.Social implicationsWith the detailed analysis of the students' learning motivation, the community of inquiry and learning performance, it helps to promote a better education environment.Originality/valueThis is the first study to examine the learning motivation and performance model as well as the community of inquiry during the pandemic. It is evident that university students initially have a high level of motivation and community of inquiry before the pandemic but yield a significant drop during the MCO. The paper presented how COVID-19 seriously impacted on the learning experience.

Investigating the Attitudes of First-Year Students of the Faculty of Physical Education and Sports of Galati towards Online Teaching Activities during the COVID-19 Pandemic

“…The technological gap and differences in internet access between students in urban vs. rural areas in Bangladesh are highlighted by [56]; as these aspects influence their behavior and accessibility to information, reducing the gaps in digital technology in developing countries is a priority. Limited performance and low student motivation (282 cases) for online activities are noted by [57], the reasons being related to the deficient infrastructure that cannot optimize the teaching/learning process, i.e., the problems with the internet connection and the access to the e-learning platforms.…”

Pandemic-Induced Qualitative Changes in the Process of University Studies from the Perspective of University Authorities

“…Lecturers' ability to work and teach online is one of the success factors and qualitative changes. For this reason, it is necessary to continue and even expand such training courses [34,49]. Students' assessment posed the most serious challenge both to lecturers and students [45].…”

“…Students were dissatisfied with many things: accessibility, social, lecturer issues [50], and time costs, physical, and mental work in front of a computer screen [32]. That is why it is necessary to create a support group for members working in different areas to manage the situation in the university [17] and to provide constant support to students [49]. Distance education must be intelligently combined with face-to-face teaching because the student relationship with the professor is essential, and distance education, paradoxically, strengthens it [32].…”

Impact of Self-Directed Learning and Educational Technology Readiness on Synchronous E-Learning

“…Motivation is a goal-directed activity essential in both online and face-to-face learning (Fredricks et al, 2004;Law et al, 2017). According to Tan (2021), learning motivation shows a strong correlation among three constructs of the community of inquiry and performance. Furthermore, Law et al (2019) suggest that student enrolment and motivation are positively related to the effects of social, teaching, and cognitive presence in a blended learning environment.…”