Embracing The Lessons Learned From COVID-19: Predicting Factors of Effective Online Remote Learning

Abstract

The unprecedented event of COVID-19 pandemic altered the traditional face-to-face learning to online remote learning (ORL).  The abrupt transition raised concerns about the effectiveness, particularly in relation to students’ motivation, knowledge, and skills.  This research examines the predictive factors that contribute to effective ORL during COVID-19 by adopting the individual factors of Computer-Mediated Communication Competence (CMC) Model.  A quantitative research design was employed, a set of structured questionnaires distributed to undergraduate students from public and private universities in Malaysia.  A total of 384 valid responses were collected and statistically analysed using Pearson correlation and multiple regression analyses.  The findings revealed significant and strong correlations between motivation and ORL effectiveness (r = .877), knowledge and ORL effectiveness (r = .884), and skills and ORL effectiveness (r = .881).  Multiple regression analysis results further demonstrated that individual factors of students’ motivation, knowledge and skills collectively exhibited strong predictive power explained 85% of the variance in ORL effectiveness (R² = .850).  The empirical findings suggest that students who are motivated, possess adequate knowledge, and are equipped with relevant skills are more likely to experience effective ORL.  Although the pandemic has subsided and academic delivery has resumed to conventional face-to-face learning, the lessons learned from the implementation of ORL remain relevant for future educational practice.  The findings contribute to better understanding of the determinants of effective online learning that may assist educational stakeholders in enhancing the quality of learning to support inclusive, equitable and sustainable education beyond  times of crisis, particularly in an increasingly digital-driven world.