Attitudes Toward Online Learning, Reading Comprehension, Device Use, and Demographic: Impact on Online Learning Outcomes During the COVID-19 Pandemic

• In Event: AERA Poster Session 3
  In Poster Session: Examining Motivation and Cognition in Context (San Diego)

Abstract

We examined how college students’ (N = 1154) attitudes towards online learning, reading comprehension, use of Internet-enabled devices, and demographics predicted learning in a fully-online Introductory Psychology course. Male, African American, and Hispanic/Latinx students, as well as those who found the transition to online instruction more challenging were more likely to fail or struggle on assessments. Better reading comprehension and use of a computer rather than a handheld device were associated with lower risk of failing and better learning. Self-efficacy for online learning related negatively to perceiving the transition as challenging. Digital access, low instructional support, and attention/motivation were main challenges to learning online. These findings identify challenges students faced and have implications for improving the future of online learning.

Authors

• Teresa M. Ober, University of Notre Dame

• Nicole Zapparrata

• C. Donnan Gravelle, Graduate Center and the College of Staten Island, CUNY

• Arshia K. Lodhi, College of Staten Island

• Jessica E. Brodsky, CUNY - Graduate Center

• Elizabeth Shiu Che, The Graduate Center, The City University of New York

• Holly Weisberg, Graduate Center and the College of Staten Island, CUNY

• Patricia J. Brooks, City College of New York - CUNY