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The effectiveness of the emergency eLearning during COVID-19 pandemic. The case of higher education in economics in Romania


  • Roman, Monica
  • Plopeanu, Aurelian-Petruș


In this paper, we aim to identify the determinants of online effective learning in the emergency situation created by COVID19 pandemic. Further, we test which of the learning methods (traditional, online, and hybrid) is preferred by Romanian students in economics in this unusual context. Using a sample of 1415 students from five major Romanian faculties of economics and applying ordinal and bivariate logit regressions models, we found that psychological distress and increased concerns about COVID-19 pandemic have a negative effect on learning effectiveness. Also, our results revealed that the students who face problems related to unsatisfactory internet access, insufficient time due to other familial issues, who have inadequate working space at home and also the male ones are more likely to be less effective in their online learning process. Finally, the university infrastructure for online activities decreases the likelihood that students will perceive online studies as less effective.

Suggested Citation

  • Roman, Monica & Plopeanu, Aurelian-Petruș, 2021. "The effectiveness of the emergency eLearning during COVID-19 pandemic. The case of higher education in economics in Romania," International Review of Economics Education, Elsevier, vol. 37(C).
  • Handle: RePEc:eee:ireced:v:37:y:2021:i:c:s1477388021000104
    DOI: 10.1016/j.iree.2021.100218

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    References listed on IDEAS

    1. Magnus Carlsson & Gordon B. Dahl & Björn Öckert & Dan-Olof Rooth, 2015. "The Effect of Schooling on Cognitive Skills," The Review of Economics and Statistics, MIT Press, vol. 97(3), pages 533-547, July.
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    3. Eduard Edelhauser & Lucian Lupu-Dima, 2020. "Is Romania Prepared for eLearning during the COVID-19 Pandemic?," Sustainability, MDPI, vol. 12(13), pages 1-30, July.
    4. Andrew Eyles & Stephen Gibbons & Piero Montebruno, 2020. "Covid-19 school shutdowns: what will they do to our children's education?," CEP Covid-19 Analyses cepcovid-19-001, Centre for Economic Performance, LSE.
    5. Byron W. Brown & Carl E. Liedholm, 2002. "Can Web Courses Replace the Classroom in Principles of Microeconomics?," American Economic Review, American Economic Association, vol. 92(2), pages 444-448, May.
    6. Thompson S. H. Teo & Sojung Lucia Kim & Li Jiang, 2020. "E-Learning Implementation in South Korea: Integrating Effectiveness and Legitimacy Perspectives," Information Systems Frontiers, Springer, vol. 22(2), pages 511-528, April.
    7. Victor Lavy, 2015. "Do Differences in Schools' Instruction Time Explain International Achievement Gaps? Evidence from Developed and Developing Countries," Economic Journal, Royal Economic Society, vol. 125(588), pages 397-424, November.
    8. Oskar R. Harmon & James Lambrinos, 2012. "Testing the Effect of Hybrid Lecture Delivery on Learning Outcomes," Working papers 2012-36, University of Connecticut, Department of Economics.
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    Cited by:

    1. Demirtaş, Burak Kağan & Türk, Umut, 2022. "Student performance under asynchronous and synchronous methods in distance education: A quasi-field experiment," International Review of Economics Education, Elsevier, vol. 41(C).
    2. Maria-Magdalena Roșu & Rodica Ianole-Călin & Raluca Dinescu & Anca Bratu & Răzvan-Mihail Papuc & Anastasia Cosma, 2021. "Understanding Consumer Stockpiling during the COVID-19 Outbreak through the Theory of Planned Behavior," Mathematics, MDPI, vol. 9(16), pages 1-15, August.

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