Abstract
The present study investigates the influence of digital technology, instructional and assessment quality, economic status and psychological state, and course type on Jordanian university students’ attitudes towards online learning during the COVID-19 emergency transition to online learning. A survey of 4,037 undergraduate students representing four Jordanian public and private universities revealed that personal challenges (such as economic and psychological stress) decreased students’ willingness to learn online in the future, while the quality of the online experience (including instructional and assessment quality) improved their attitudes towards learning online in the future. Students also believed that Arts & Humanities courses were better suited for online teaching/learning than Sciences courses, a difference that persisted after controlling for personal challenges and the quality of the online learning experience.
Highlights
The present study investigates the influence of digital technology, instructional and assessment quality, economic status and psychological state, and course type on Jordanian university students’ attitudes towards online learning during the COVID-19 emergency transition to online learning
We focus on Jordan, a Middle Eastern country that showed good potential for using the online learning model if the technological adequacy of Internet connections and bundles are fully secured
This study investigates the influence of digital technology, instructional and assessment quality, economic status/psychological state, and course type on Jordanian university students’ attitudes towards online learning
Summary
The present study investigates the influence of digital technology, instructional and assessment quality, economic status and psychological state, and course type on Jordanian university students’ attitudes towards online learning during the COVID-19 emergency transition to online learning. We offer a unique lens investigating and uncovering the short-term effects and future implications of the sudden shift to the novel experiment of online learning on the Jordanian university students’ academic, social, and psychological well-being. It examines the students’ views and reactions to the success or failure of the online teaching/learning experiment. All universities and community colleges in Jordan are governed by MoHESR and are regularly inspected by the Higher Education Accreditation Commission (HEAC), which was established in 2007 (Badran, 2014)
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