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      The impact of COVID-19 pandemic on student learning performance from the perspectives of community of inquiry

      Corporate Governance: The International Journal of Business in Society
      Emerald

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          Abstract

          Purpose

          This paper aims to investigate the impact of the coronavirus disease (COVID-19) pandemic on university students during the Movement Control Order (MCO) and Recovery Movement Control Order (RMCO). MCO was introduced in March 2020, and the learning process switched from face-to-face to online learning in schools and universities. Subsequently, with the reduced number of daily cases and active cases of COVID-19, the Malaysian Government implemented RMCO from 10th June to 31st December 2020, which had more relaxation of restrictions. This study particularly focuses on students studying in higher education institutions by analysing the impacts of the community of inquiry on students learning performance. The construct of the community of inquiry includes social presence, cognitive presence and teaching presence.

          Design/methodology/approach

          This paper provides quantitative analysis, independent sample t-tests and multiple linear regression on the students’ learning performance using the framework of community of inquiry. This paper presents the analysis of the online learning preference of 282 university students during MCO and 456 students during RMCO.

          Findings

          The results showed that there is a significant difference in students learning process during MCO and RMCO. The findings also indicated that the social presence is the most important factor in affecting learning performance during the MCO period and it changed to teaching presence during RMCO. Students lost motivation and could not perform well using online learning methods during the MCO period but the situation improved during RMCO.

          Research limitations/implications

          This research helps to identify the impact of the pandemic on higher education and provides insights into reshaping the future of higher education system.

          Practical implications

          Students are isolated from their peers in the learning process and struggle to adapt to the new normal in online learning. The teaching faculties are picking up new skills to deliver online courses and manage the risk as best as they can. This study presented the impact of the pandemic on students learning performance and explored the space for universities as business organizations to provide better infrastructures and platforms for online learning while battling with cash flow and debt level during this challenging time.

          Social implications

          Students need peer support and guidance from the faculty team in their learning journey. The study provides a better understanding of how we shall promote a better higher education environment, either blended or online learning.

          Originality/value

          To the best of the author’s knowledge, this is the first study to examine the impact of the community of inquiry on students learning performance during the COVID-19 pandemic. Students suffered during the MCO period and the learning experience got better when they were able to adapt to the changes. The higher education system needs a reform and the agency theory in corporate governance plays an important role in the transformation.

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          Most cited references51

          • Record: found
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          Explaining and predicting users’ continuance intention toward e-learning: An extension of the expectation–confirmation model

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            Is Open Access

            Student perspective of classroom and distance learning during COVID-19 pandemic in the undergraduate dental study program Universitas Indonesia

            Background The COVID-19 pandemic has become a global health issue and has had a major impact on education. Consequently, half way through the second semester of the academic year 2019/2020, learning methods were delivered through distance learning (DL). We aimed to evaluate the student perspective of DL compared to classroom learning (CL) in the undergraduate dentistry study program at the Faculty of Dentistry Universitas Indonesia. Methods An online questionnaire was sent at the end of the semester. A total of 301 students participated in the study. Results Duration of study influenced student preference. Higher number of first-year students preferred DL compared to their seniors (p < 0.001). Students preferred CL for group discussion, as DL resulted in more difficult communication and gave less learning satisfaction. Only 44.2% students preferred DL over CL, although they agreed that DL gave a more efficient learning method (52.6%), it provided more time to study (87.9%) and to review study materials (87.3%). Challenges during DL included external factors such as unstable internet connection, extra financial burden for the internet quota and internal factors such as time management and difficulty to focus while learning online for a longer period of time. Conclusion Despite some challenges, dental students could adapt to the new learning methods of full DL and the majorities agreed blended learning that combined classroom and distance learning can be implemented henceforth. This current COVID-19 pandemic, changes not only the utilization of technology in education but the pedagogy strategies in the future. Supplementary information Supplementary information accompanies this paper at 10.1186/s12909-020-02312-0.
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              Student enrollment, motivation and learning performance in a blended learning environment: The mediating effects of social, teaching, and cognitive presence

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                Author and article information

                Journal
                Corporate Governance: The International Journal of Business in Society
                CG
                Emerald
                1472-0701
                1472-0701
                February 11 2021
                February 11 2021
                : ahead-of-print
                : ahead-of-print
                Article
                10.1108/CG-09-2020-0419
                c5a15322-62e8-4d3d-9fc3-c5318a574674
                © 2021

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