Abstract
The study explored the moderating role of teachers’ academic support between students’ satisfaction with online learning and academic motivation during the pandemic of COVID-19 in Pakistan. It was hypothesized that teachers’ academic support is likely to moderate the relationship between students’ satisfaction with online learning and the academic motivation of undergraduate students. A correlational research design was used and a sample of 406 students (male and female) within the age ranges of 18–22 years (M = 21.09, SD = 1.41 (male); M = 20.18, SD = 0.71 (female)) were included. The sample was selected through the purposive sampling strategy from different universities in Punjab, Pakistan. Students’ Satisfaction with Online Learning Questionnaire, Teachers’ Academic Support Scale, and Academic Motivation Scale were used. The results of moderation analysis through PROCESS macro 3.5 revealed that teachers’ academic support played a moderating role in students’ satisfaction with online learning and the academic motivation of undergraduate students. Findings will provide support to educational administrators, policymakers, course designers, and curriculum developers for organizing the curriculum and formulating a system to identify that students need different support optimally in a digital learning environment.
Highlights
COVID-19 is a novel coronavirus and it has spread across the globe
Adams and Umbach [14] claimed in their research that no significant difference in satisfaction is found between online learning and traditional classroom learning, but the condition is to arrange online classes properly. ese facts clearly showed us that online learning is inevitable in different pandemic situations if suitably designed training sessions for students are arranged by the trainers and instructors
Inclusion Criteria (i) For comparing the study variables, both male and female students were included within the age range of 18–22 years (ii) Only those students who were taking online classes due to this pandemic COVID-19 rather than those who were already engaged in distance learning programs were included (iii) e students who had a minimum experience of two semesters of online classes due to this pandemic were included so that they could compare study variables with physical class learning (iv) e students were included in the study from different universities of Punjab where the learning process was physical in normal routine (v) e students from social, natural, and formal sciences were included in the study
Summary
COVID-19 is a novel coronavirus and it has spread across the globe. During the shutdown phase in Pakistan, all educational institutions stopped presence teaching and had to turn the education system into digital instruction [1]. E factors which motivate the students for online learning were students’ satisfaction with the delivered process and content, instructor’s educational support and self-directed learning [21, 22, 24], motivation for learning [17, 25,26,27], and online communication self-efficacy [21, 28]. Both favorable and unfavorable feedback regarding online classes of the students would help the policymakers, curriculum developers, and educational administration to provide an effective platform for learning. E strategy must be applied in such a form that can fulfill the criteria of combination of online and offline classes [38]
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