Student intentions to continue with distance learning post-COVID : an empirical analysis

dc.contributor.authorSteyn, Adriana Aletta (Riana)
dc.contributor.authorVan Slyke, Craig
dc.contributor.authorDick, Geoffrey
dc.contributor.authorTwinomurinzi, Hossana
dc.contributor.authorAmusa, Lateef Babatunde
dc.contributor.emailriana.steyn@up.ac.za
dc.date.accessioned2025-05-22T10:44:01Z
dc.date.available2025-05-22T10:44:01Z
dc.date.issued2024-01-17
dc.descriptionDATA AVAILABILITY STATEMENT : All relevant data are available from the figshare repository (https://figshare.com/s/e787e7d3c9d7c181f76d).
dc.descriptionSUPPORTING INFORMATION : APPENDIX S1. Scale items and sources [8, 16, 46, 65–67]. FILE SI.
dc.description.abstractThe aftermath of COVID changed how students learn, mainly moving to a distance learning model. The research reported in this paper investigated the organizational and individual factors that influence the preference for continuing with distance / online learning post-COVID. Partial least squares structural equation modeling was applied to a model developed for this research, based on data from 452 students from residential universities in South Africa. The key results reveal an overall reluctance to continue with distance learning. This is despite the technological and faculty support offered to university students and how distance learning fits their learning styles. This is likely due to student living conditions and their perception of low institutional concern. On the other hand, faculty support has a more substantial impact on continuance, compared with a generally negative perception of support from the universities. The research underscores the importance of addressing student reluctance to continue with distance learning by improving institutional support and tailoring learning styles. The research enhances our understanding of crucial factors influencing students’ preference for distance/online learning post-COVID. It also underscores the pedagogical shifts brought about by the pandemic, particularly highlighting the changing roles of faculty support and the impact on students’ living conditions.
dc.description.departmentInformatics
dc.description.librarianam2025
dc.description.sdgSDG-03: Good health and well-being
dc.description.sdgSDG-04: Quality Education
dc.description.sdgSDG-09: Industry, innovation and infrastructure
dc.description.sdgSDG-13: Climate action
dc.description.urihttps://journals.plos.org/plosone/
dc.identifier.citationSteyn, A.A., Van Slyke, C., Dick, G., Twinomurinzi, H., Amusa, L.B. (2024) Student intentions to continue with distance learning post-COVID: An empirical analysis. PLoS ONE 19(1): e0293065. https://doi.org/10.1371/journal.pone.0293065.
dc.identifier.issn1932-6203 (online)
dc.identifier.other10.1371/journal.pone.0293065
dc.identifier.urihttp://hdl.handle.net/2263/102476
dc.language.isoen
dc.publisherPublic Library of Science
dc.rights© 2024 Steyn et al. This is an open access article distributed under the terms of the Creative Commons Attribution License.
dc.subjectCOVID-19 pandemic
dc.subjectDistance learning model
dc.subjectStudents
dc.subjectSouth Africa (SA)
dc.subjectCoronavirus disease 2019 (COVID-19)
dc.titleStudent intentions to continue with distance learning post-COVID : an empirical analysis
dc.typeArticle

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