Jordanian University Students’ Views on Emergency Online Learning During COVID-19

• Published in: Online learning (Newburyport, Mass.) Vol. 25; no. 1; pp. 286 - 302
• Main Authors: Al-Salman, Saleh, Haider, Ahmad S
• Format: Journal Article
• Language: English
• Published: Online Learning Consortium 01.03.2021; Online Learning Consortium, Inc
• Subjects: attitudes; College students; COVID-19; Distance Education; Electronic Learning; Emergency Programs; Foreign Countries; higher education; Instructional Effectiveness; Intellectual Disciplines; Internet; Jordan; Mental Health; Online Courses; online learning; Private Colleges; Public Colleges; Socioeconomic Status; Stress (Psychology); Stress Variables; Student Attitudes; Student Evaluation; Technology Integration; Undergraduate Students; university students; Jordan
• ISSN: 2472-5749; 2472-5730
• DOI: 10.24059/olj.v25i1.2470

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.