Dual Aspects of COVID-19 on Facilitating Conditions and Students’ Willingness to Continue Online Learning
Dual Aspects of COVID-19 on Facilitating Conditions and Students’ Willingness to Continue Online Learning

Summary/Abstract: Background/purpose. The crisis caused by the COVID-19 pandemic has altered the direction of education worldwide, emphasizing the prospects and problems of using online learning platforms. This study aims to investigate the dual aspects of COVID-19 (positive and negative) on facilitating conditions for learning quality that affect students’ willingness to continue online learning. Materials/methods. The study’s hypotheses were evaluated using an online survey of 320 respondents who were enrolled in public universities. The analysis used partial least squares structural equation modeling (PLS-SEM). Results. The study found that the positive and negative impacts of COVID-19 predict students' facilitating conditions, which in turn have a significant positive effect on their perceived usefulness, perceived ease of use, and tech competency while being negatively associated with subjective norms. Additionally, perceived usefulness, ease of use, and tech competency were found to have a significant positive relationship with students' attitudes toward online learning. However, the subjective norm was negatively associated with attitudes. The study revealed that students' attitudes toward the quality of online learning have a significant negative impact on their willingness to continue with online learning. Conclusion. The study's empirical contribution lies in its exploration of the positive and negative impacts of COVID-19 on students’ willingness to continue online learning. This is particularly relevant and important in the current educational scenery. By identifying and understanding these factors, educational institutions can improve the quality and accessibility of online learning, ultimately leading to better educational outcomes for students.

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