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Online learning during COVID-19 produced equivalent or better student course performance as compared with pre-pandemic: empirical evidence from a school-wide comparative study
14 references·2 citing·45 second hop
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(1990)Students' Need for Belonging in the School Community (2000)Measuring cognitive and psychological engagement: Validation of the Student Engagement Instrument (2006)Student engagement with school: Critical conceptual and methodological issues of the construct (2008)An attributional theory of achievement motivation and emotion. (1985)Relationships Matter: Linking Teacher Support to Student Engagement and Achievement (2004)The Prosocial Classroom: Teacher Social and Emotional Competence in Relation to Student and Classroom Outcomes (2008)Seven Principles for Good Practice in Undergraduate Education (1989)What Forty Years of Research Says About the Impact of Technology on Learning (2011)Interaction, Internet self-efficacy, and self-regulated learning as predictors of student satisfaction in online education courses (2013)A meta-analysis of blended learning and technology use in higher education: from the general to the applied (2014)COVID ‐19 and online teaching in higher education: A case study of Peking University (2020)Factors Affecting the Quality of E-Learning During the COVID-19 Pandemic from the Perspective of Higher Education Students (2020)Students’ Perception towards E-Learning during COVID-19 Pandemic in India: An Empirical Study (2020)Barriers to Online Learning in the Time of COVID-19: A National Survey of Medical Students in the Philippines (2021)Qualitative research: Methods in the social sciences (2006)Using thematic analysis in psychology (2006)Research Methods in Education (2007)Students’ online learning challenges during the pandemic and how they cope with them: The case of the Philippines (2021)The effects of gender, educational level, and personality on online learning outcomes during the COVID-19 pandemic (2021)Transitioning to E-Learning during the COVID-19 pandemic: How have Higher Education Institutions responded to the challenge? (2021)Qualitative Analysis for Social Scientists (1987)Expansive Learning at Work: Toward an activity theoretical reconceptualization (2001)Online Learning and Emergency Remote Teaching: Opportunities and Challenges in Emergency Situations (2020)Online University Teaching During and After the Covid-19 Crisis: Refocusing Teacher Presence and Learning Activity (2020)
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References

  • 1978Mind in Society: The Development of Higher Psychological Processes53,480 cited
  • 2024The Difference between Emergency Remote Teaching and Online Learning6,251 cited
  • 2009Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies3,653 cited
  • 1993The psychological sense of school membership among adolescents: Scale development and educational correlates2,023 cited
  • 1993Classroom Belonging among Early Adolescent Students1,612 cited
  • 2009A Meta-Analysis of Three Types of Interaction Treatments in Distance Education1,171 cited
  • 2020The sudden transition to synchronized online learning during the COVID-19 pandemic in Saudi Arabia: a qualitative study exploring medical students’ perspectives893 cited
  • 2012A framework for institutional adoption and implementation of blended learning in higher education832 cited
  • 2020Perceptions of students regarding E-learning during Covid-19 at a private medical college733 cited
  • 2015Measuring Student Engagement in the Online Course: The Online Student Engagement Scale (OSE)705 cited
  • 2020Impact Of Sars-Cov-2 And Its Reverberation In Global Higher Education And Mental Health444 cited
  • 2014Learning Online408 cited
  • 2014Learning online: what research tells us about whether, when and how344 cited
  • 2020The seven principles of online learning: Feedback from faculty and alumni on its importance for teaching and learning

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  • 2024Bridging computer and education sciences: A systematic review of automated emotion recognition in online learning environments79 cited
  • 2023The Continuous Use Intention for the Online Learning of Chinese Vocational Students in the Post-Epidemic Era: The Extended Technology Acceptance Model and Expectation Confirmation Theory34 cited