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<p>The integration of technology has reshaped higher education, allowing universities to provide more adaptable and accessible online learning opportunities. Nevertheless, challenges persist in ensuring the effectiveness of online learning, particularly in sustaining student engagement, facilitating meaningful interaction, and achieving positive learning outcomes. This study examined the factors that influence the effectiveness of online learning in higher education. Data from 843 students at self-accredited universities were analysed using structural equation modelling. The results indicated that students’ attitudes, emotions, and self-efficacy were positively related to their desire for online learning. In addition, the relationship between the desire for online learning, online learning behaviour, and online learning effectiveness produced direct and indirect effects. Social influence was found to moderate the relationship between desire and effectiveness in online learning. These findings reveal critical factors affecting students’ motivation and performance in online learning, and further emphasise the need for higher education institutions to adopt effective online learning strategies to cater to contingencies and circumstances that limit in-person teaching.</p>

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From desire to online learning effectiveness: the roles of attitude, emotion, self-efficacy, learning behaviour, and social influence

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2026年5月13日

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  • Siew Yong Lam,
  • Ai Na Seow,
  • Chi Hau Tan,
  • Yuen Onn Choong,
  • Chee Keong Choong

摘要

The integration of technology has reshaped higher education, allowing universities to provide more adaptable and accessible online learning opportunities. Nevertheless, challenges persist in ensuring the effectiveness of online learning, particularly in sustaining student engagement, facilitating meaningful interaction, and achieving positive learning outcomes. This study examined the factors that influence the effectiveness of online learning in higher education. Data from 843 students at self-accredited universities were analysed using structural equation modelling. The results indicated that students’ attitudes, emotions, and self-efficacy were positively related to their desire for online learning. In addition, the relationship between the desire for online learning, online learning behaviour, and online learning effectiveness produced direct and indirect effects. Social influence was found to moderate the relationship between desire and effectiveness in online learning. These findings reveal critical factors affecting students’ motivation and performance in online learning, and further emphasise the need for higher education institutions to adopt effective online learning strategies to cater to contingencies and circumstances that limit in-person teaching.