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

Parul Kumar; Neha Kumar; Hiram Ting

doi:10.1007/s12144-021-02053-3

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

Curr Psychol. 2023;42(3):2460-2470. doi: 10.1007/s12144-021-02053-3. Epub 2021 Jul 7.

Authors

Parul Kumar¹, Neha Kumar², Hiram Ting³

Affiliations

¹ Department of Business Administration, Maharaja Agrasen Institute of Management Studies, Delhi, India.
² School of Management and Liberal Studies, The NorthCap University, Gurgaon, India.
³ Faculty of Hospitality and Tourism Management, UCSI University, Kuala Lumpur, Malaysia.

Abstract

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.

Keywords: Educational research; Online education; Student centered learning; Synchronous communication; Teacher effectiveness.