An impact of content delivery, equity, support and self-efficacy on student’s learning during the COVID-19

• Published in: Current psychology (New Brunswick, N.J.) Vol. 42; no. 3; pp. 2460 - 2470
• Main Authors: Kumar, Parul, Kumar, Neha, Ting, Hiram
• Format: Journal Article
• Language: English
• Published: New York Springer US 01.01.2023; Springer; Springer Nature B.V
• Subjects: Behavioral Science and Psychology; China; Colleges & universities; COVID-19; Distance learning; Epidemics; Forecasts and trends; Global Psychological Perspectives on the COVID-19 Pandemic; India; Influence; Learning strategies; Online education; Online instruction; Pandemics; Psychology; Self-efficacy; Social aspects; Social Sciences; Students; Teaching; China; India; Synchronous communication; Online education; Student centered learning; Educational research; Teacher effectiveness
• ISSN: 1046-1310; 1936-4733
• DOI: 10.1007/s12144-021-02053-3

Due to the outbreak of Covid-19, the colleges and universities across the world have shifted to online classes in place of face-to-face classes. In the wake of this outbreak, the present study focuses on analyzing the impact of sudden shift to online classes, on the undergraduate and postgraduate student’s overall learning. The PLS-SEM results concluded that the content delivery has been the most significant construct to impact both self-efficacy and overall learning. The self-efficacy partially mediates the support and equity relationship with the overall learning. The student with greater self-efficacy will have better overall learning from this e-synchronous teaching methodology. However, content delivery has a stronger role in impacting the overall learning even if there is absence of self-efficacy, thus concluding no mediation.