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Adaption of distance learning to continue the academic year amid COVID-19 lockdown

Author

Listed:
  • Qazi, Atika
  • Qazi, Javaria
  • Naseer, Khulla
  • Zeeshan, Muhammad
  • Qazi, Shiza
  • Abayomi-Alli, Olusola
  • Said Ahmad, Ibrahim
  • Darwich, Mohammad
  • Ali Talpur, Bandeh
  • Hardaker, Glenn
  • Naseem, Usman
  • Yang, Shuiqing
  • Haruna, Khalid

Abstract

This work investigates the use of distance learning in saving students' academic year amid COVID-19 lockdown. It assesses the adoption of distance learning using various online application tools that have gained widespread attention during the coronavirus infectious disease 2019 (COVID-19) pandemic. Distance learning thrives as a legitimate alternative to classroom instructions, as major cities around the globe are locked down amid the COVID-19 pandemic. To save the academic year, educational institutions have reacted to the situation impulsively and adopted distance learning platforms using online resources. This study surveyed random undergraduate students to identify the impact of trust in formal and informal information sources, awareness and the readiness to adopt distance learning. In this study, we have hypothesized that adopting distance learning is an outcome of situational awareness and readiness, which is achieved by the trust in the information sources related to distance learning. The findings indicate that trust in information sources such as institute and media information or interpersonal communication related to distance learning programs is correlated with awareness (β = 0.423, t = 12.296, p = 0.000) and contribute to readiness (β = 0.593, t = 28.762, p = 0.001). The structural model path coefficient indicates that readiness strongly influences the adoption of distance learning (β = 0.660, t = 12.798, p = 0.000) amid the COVID-19 pandemic. Our proposed model recorded a predictive relevance (Q2) of 0.377 for awareness, 0.559 for readiness, and 0.309 for the adoption of distance learning, which explains how well the model and its parameter estimates reconstruct the values. This study concludes with implications for further research in this area.

Suggested Citation

  • Qazi, Atika & Qazi, Javaria & Naseer, Khulla & Zeeshan, Muhammad & Qazi, Shiza & Abayomi-Alli, Olusola & Said Ahmad, Ibrahim & Darwich, Mohammad & Ali Talpur, Bandeh & Hardaker, Glenn & Naseem, Usman , 2021. "Adaption of distance learning to continue the academic year amid COVID-19 lockdown," Children and Youth Services Review, Elsevier, vol. 126(C).
    • Handle: RePEc:eee:cysrev:v:126:y:2021:i:c:s0190740921001171
    DOI: 10.1016/j.childyouth.2021.106038
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    References listed on IDEAS

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    Cited by:

    1. Rebeca Martínez-García & Fernando J. Fraile-Fernández & Gabriel Búrdalo-Salcedo & Ana María Castañón-García & María Fernández-Raga & Covadonga Palencia, 2022. "Satisfaction Level of Engineering Students in Face-to-Face and Online Modalities under COVID-19—Case: School of Engineering of the University of León, Spain," Sustainability, MDPI, vol. 14(10), pages 1-12, May.
    2. Daniyal Alghazzawi & Atika Qazi & Javaria Qazi & Khulla Naseer & Muhammad Zeeshan & Mohamed Elhag Mohamed Abo & Najmul Hasan & Shiza Qazi & Kiran Naz & Samrat Kumar Dey & Shuiqing Yang, 2021. "Prediction of the Infectious Outbreak COVID-19 and Prevalence of Anxiety: Global Evidence," Sustainability, MDPI, vol. 13(20), pages 1-16, October.
    3. Alessandro Cascavilla & Rocco Caferra & Andrea Morone, 2023. "The green and the dark side of distance learning: from environmental quality to socioeconomic inequality," Journal of Behavioral Economics for Policy, Society for the Advancement of Behavioral Economics (SABE), vol. 7(2), pages 33-38, December.
    4. Cascavilla, Alessandro & Caferra, Rocco & Morone, Andrea, 2021. "The green and the dark side of distance learning: from environmental quality to economic inequality," MPRA Paper 110702, University Library of Munich, Germany.
    5. Abdulrahman Alyami & Salvatore F. Pileggi & Igor Hawryszkiewycz, 2023. "Knowledge development, technology and quality of experience in collaborative learning: a perspective from Saudi Arabia universities," Quality & Quantity: International Journal of Methodology, Springer, vol. 57(4), pages 3085-3104, August.

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