The impact of online learning on business and economics students’ motivation during the Covid-19 pandemic
Abstract
This study aims to contribute to the knowledge about the impact of online education, induced by the Covid-19 pandemic, on the motivation of business and economics students. A survey was conducted with students from three higher education institutions located in Portugal, during the first semester of 2021, and 221 valid answers were obtained. The main contributions are as follows: online learning in the wake of the Covid-19 pandemic decreased students’ motivation, which is contrary to studies on online learning conducted before the pandemic; an association was found between decreased motivation and sharing housing with pets and many people, for which there was no empirical evidence yet; two main determinants of the learning experience that influence students’ motivation were identified, namely decreased learning and increased difficulty of the assessment process.
Keyword : students, motivation, Covid-19, pandemic, online learning
How to Cite
Machado, M. J., Brasão, A., Marques, M. I., Martins, H., & Mateus, A. (2024). The impact of online learning on business and economics students’ motivation during the Covid-19 pandemic. Business: Theory and Practice, 25(1), 119–131. https://doi.org/10.3846/btp.2024.17207
This work is licensed under a Creative Commons Attribution 4.0 International License.
References
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Pham, T., Lai, P., Nguyen, V., & Nguyen, H. (2021). Online learning amid Covid-19 pandemic: Students’ experience and satisfaction. Journal of e-Learning and Knowledge Society, 17(1), 39–48.
Peimani, N., & Kamalipour, H. (2021). Online education in the post COVID-19 era: Students’ perception and learning experience. Education Sciences, 11(10), 633–647. https://doi.org/10.3390/educsci11100633
Quach, A., & Chen, V. (2021). Inequalities on the digital campus. Dissent, 68(4), 57–61. https://doi.org/10.1353/dss.2021.0059
Sari, D., Suryati, Rimbano, D., Houtman, & Jumroh. (2022). Online learning experience during Covid-19 Pandemic: Higher education students satisfaction and expectation. Journal of Higher Education Theory and Practice, 22(11), 187–202. https://doi.org/10.33423/jhetp.v22i11.5423
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Serhan, D. (2020). Transitioning from face-to-face to remote learning: Students’ attitudes and perceptions of using Zoom during COVID-19 pandemic. International Journal of Technology in Education and Science, 4(4), 335–342. https://doi.org/10.46328/ijtes.v4i4.148
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Tan, C. (2021). The impact of COVID-19 on student motivation, community of inquiry and learning performance. Asian Education and Development Studies, 10(2), 308–321. https://doi.org/10.1108/AEDS-05-2020-0084
Vicente, C., Machado, M., & Laureano, R. (2016). Innovation in accounting tasks: Empirical study in two professional groups. Business: Theory and Practice, 17(3), 270–279. https://doi.org/10.3846/btp.2016.649
Vicente, C., Laureano, R., & Machado, M. (2017). The image of and the interest in the accounting profession: An empirical study in three social groups. International Journal of Business Excellence, 12(4), 433–449. https://doi.org/10.1504/IJBEX.2017.085006
Vishnu, S., Sathyan, A., Sam, A., Radhakrishnan, A., Ragavan, S., Kandathil, J., & Funk, C. (2022). Digital competence of higher education learners in the context of COVID-19 triggered online learning. Social Sciences & Humanities Open, 6(1), Article 100320. https://doi.org/10.1016/j.ssaho.2022.100320
Yan, L., Whitelock‐Wainwright, A., Guan, Q., Wen, G., Gašević, D., & Chen, G. (2021). Students’ experience of online learning during the COVID‐19 pandemic: A province‐wide survey study. British Journal of Educational Technology, 52(5), 2038–2057. https://doi.org/10.1111/bjet.13102
Yong, S., & Thi, L. (2022). Online learning motivation during Covid-19 pandemic: The role of learning environment, student self-efficacy and learner-instructor interaction. Malaysian Journal of Learning and Instruction, 19(2), 213–249. https://doi.org/10.32890/mjli2022.19.2.8
Agasisti, T., & Soncin, M. (2021). Higher education in troubled times: On the impact of Covid-19 in Italy. Studies in Higher Education, 46(1), 86–95. https://doi.org/10.1080/03075079.2020.1859689
Ahmed, O., Ishak, A., & Kamil, B. (2021). Academics’ life satisfaction: The role of perceived stress, organizational justice and self-efficacy. International Journal of Management in Education, 15(1), 1–22. https://doi.org/10.1504/IJMIE.2021.111811
Alasmari, T. (2021). Learning in the COVID-19 Era: Higher education students and faculty’s experience with emergency distance education. International Journal of Emerging Technologies in Learning, 16(9), 40–62. https://doi.org/10.3991/ijet.v16i09.20711
Bamoallem, B., & Altarteer, S. (2022). Remote emergency learning during COVID-19 and its impact on university students perception of blended learning in KSA. Education and Information Technologies, 27(1), 157–179. https://doi.org/10.1007/s10639-021-10660-7
Çevik, M., & Bakioğlu, B. (2022). Investigating students’ e-learning attitudes in times of crisis (COVID-19 pandemic). Education and Information Technologies, 27(1), 65–87. https://doi.org/10.1007/s10639-021-10591-3
Daniels, L., Goegan, L., & Parker, P. (2021). The impact of COVID-19 triggered changes to instruction and assessment on university students’ selfreported motivation, engagement and perceptions. Social Psychology of Education, 24(1), 299–318. https://doi.org/10.1007/s11218-021-09612-3
Fogarty, T. J. (2020). Accounting education in the post-COVID world: Looking into the mirror of erised. Accounting Education, 29(6), 563–571. https://doi.org/10.1080/09639284.2020.1852945
Harsasi, M. (2015). The use of open educational resources in online learning: A study of students’ perception. Turkish Online Journal of Distance Education, 16(3), 74–87. https://doi.org/10.17718/tojde.46469
Indira, D., & Sakshi, A. (2017). Online learning. International Education & Research Journal, 3(8), 32–34.
Kim, A. J., & Zulueta, J. O. (2020). Japanese families and COVID-19: “Self-Restraint”, confined living spaces, and enhanced interactions. Journal of Comparative Family Studies, 51(3), 360–368. https://doi.org/10.3138/jcfs.51.3-4.011
Kitching, F., Winbolt, M., MacPhail, A., & Ibrahim, J. (2015). Web-based social media for professional medical education: Perspectives of senior stakeholders in the nursing home sector. Nurse Education Today, 35(12), 1192–1198. https://doi.org/10.1016/j.nedt.2015.05.013
Lewis, K., Cidon, M., Seto, T., Chen, H., & Mahan, J. (2014). Leveraging e-learning in medical education. Current Problems in Pediatric and Adolescent Health Care, 44(6), 150–163. https://doi.org/10.1016/j.cppeds.2014.01.004
Machado, M., Patuleia, M., Dias, A., & Estêvão, J. (2021). Satisfaction of short-term rental customers: Empirical study in Portugal. Business: Theory and Practice, 22(2), 361–369. https://doi.org/10.3846/btp.2021.14289
Machado, M., & Silva, M. (2021). Knowledge and utilization of the uniform system of accounts for the lodging industry: Evidence from Portugal. International Journal of Procurement Management, 14(3), 400–412. https://doi.org/10.1504/IJPM.2021.115018
Machado, M., & Nunes, C. (2020). Performance evaluation methods in the services sector: Empirical study in hotels. International Journal of Services and Operations Management, 37(1), 220–240. https://doi.org/10.1504/IJSOM.2020.110340
Machado, M. (2019a). Contingent variables to the price charged by hotels. International Journal of Procurement Management, 12(3), 258–275. https://doi.org/10.1504/IJPM.2019.10021044
Machado, M. (2019b). Determinants of customer satisfaction: Empirical study in hotels. International Journal of Applied Management Science, 11(2), 91–112. https://doi.org/10.1504/IJAMS.2019.10018985
Nguyen, T., Netto, C., Wilkins, J., Bröker, P., Vargas, E., Sealfon, C., Puthipiroj, P., Li, K., Bowler, J., Hinson, H., Pujar, M., & Stein, G. (2021). Insights into students’ experiences and perceptions of remote learning methods: From the COVID-19 pandemic to best practice for the future. Frontiers in Education, 6(1). https://doi.org/10.3389/feduc.2021.647986
Nunes, C., & Machado, M. (2020). Benchmarking in the hotel industry: The use of USALI. International Journal of Process Management and Benchmarking, 10(3), 382–396. https://doi.org/10.1504/IJPMB.2020.107939
Pham, T., Lai, P., Nguyen, V., & Nguyen, H. (2021). Online learning amid Covid-19 pandemic: Students’ experience and satisfaction. Journal of e-Learning and Knowledge Society, 17(1), 39–48.
Peimani, N., & Kamalipour, H. (2021). Online education in the post COVID-19 era: Students’ perception and learning experience. Education Sciences, 11(10), 633–647. https://doi.org/10.3390/educsci11100633
Quach, A., & Chen, V. (2021). Inequalities on the digital campus. Dissent, 68(4), 57–61. https://doi.org/10.1353/dss.2021.0059
Sari, D., Suryati, Rimbano, D., Houtman, & Jumroh. (2022). Online learning experience during Covid-19 Pandemic: Higher education students satisfaction and expectation. Journal of Higher Education Theory and Practice, 22(11), 187–202. https://doi.org/10.33423/jhetp.v22i11.5423
Selvarajah, U., & Ali, N. (2021). The intention of using Facebook by postgraduate students for knowledge sharing: An empirical study. International Journal of Management in Education, 15(1), 78–100. https://doi.org/10.1504/IJMIE.2021.111812
Serhan, D. (2020). Transitioning from face-to-face to remote learning: Students’ attitudes and perceptions of using Zoom during COVID-19 pandemic. International Journal of Technology in Education and Science, 4(4), 335–342. https://doi.org/10.46328/ijtes.v4i4.148
Siegel, S., & Castellan, N. (1988). Nonparametric statistics for the behavioral sciences. McGraw-Hill.
Syauqi, K., Munadi, S., & Triyono, M. (2020). Students’ perceptions toward vocational education on online learning during the COVID-19 pandemic. International Journal of Evaluation and Research in Education, 9(4), 881–886. https://doi.org/10.11591/ijere.v9i4.20766
Tan, C. (2021). The impact of COVID-19 on student motivation, community of inquiry and learning performance. Asian Education and Development Studies, 10(2), 308–321. https://doi.org/10.1108/AEDS-05-2020-0084
Vicente, C., Machado, M., & Laureano, R. (2016). Innovation in accounting tasks: Empirical study in two professional groups. Business: Theory and Practice, 17(3), 270–279. https://doi.org/10.3846/btp.2016.649
Vicente, C., Laureano, R., & Machado, M. (2017). The image of and the interest in the accounting profession: An empirical study in three social groups. International Journal of Business Excellence, 12(4), 433–449. https://doi.org/10.1504/IJBEX.2017.085006
Vishnu, S., Sathyan, A., Sam, A., Radhakrishnan, A., Ragavan, S., Kandathil, J., & Funk, C. (2022). Digital competence of higher education learners in the context of COVID-19 triggered online learning. Social Sciences & Humanities Open, 6(1), Article 100320. https://doi.org/10.1016/j.ssaho.2022.100320
Yan, L., Whitelock‐Wainwright, A., Guan, Q., Wen, G., Gašević, D., & Chen, G. (2021). Students’ experience of online learning during the COVID‐19 pandemic: A province‐wide survey study. British Journal of Educational Technology, 52(5), 2038–2057. https://doi.org/10.1111/bjet.13102
Yong, S., & Thi, L. (2022). Online learning motivation during Covid-19 pandemic: The role of learning environment, student self-efficacy and learner-instructor interaction. Malaysian Journal of Learning and Instruction, 19(2), 213–249. https://doi.org/10.32890/mjli2022.19.2.8