Pandemic Teaching and E-Learning: Examining Undergraduate Self-Efficacy and Task-Value Influencing Online Engagement While Distance Learning

• In Event: Online Teaching and Learning During COVID-19 in Higher Education

Abstract

This study is part of a series of investigations within a large public research university in California, assessing undergraduate learning during a global pandemic. The COVID-19 pandemic has necessitated a systematic change in course delivery due to the nationwide orders of social distancing to mitigate spread, resulting in the suspension of in-person instruction. Given the rapid decision to transition from in-person instruction to learning remotely, compounded with the external stressors caused by the novel Coronavirus (COVID-19), this study examined the relationship between students’ online learning self-efficacy, task-value, and self-reported pandemic effects impacting students’ online engagement and mind-wandering while distance learning. Implications on how institutions may effectively design and foster successful distance teaching and learning during the COVID-19 pandemic are discussed.

Authors

• Joseph Wong, University of California - Irvine

• Almaz Mesghina, Northwestern University

• Natalie Au Yeung, University of California - Irvine

• Bella Lerner, University of California - Irvine

• Lindsey E. Richland, University of California - Irvine