Exploring the Impact of the COVID-19 Pandemic on University Students’ Learning Life: An Integrated Conceptual Motivational Model for Sustainable and Healthy Online Learning

Al-kumaim, N. H. ORCID: https://orcid.org/0000-0002-3249-3714, Alhazmi, Abdulsalam K., Mohammed, Fathey, Gazem, Nadhmi A., Shabbir, Muhammad Salman ORCID: https://orcid.org/0000-0002-0796-0456 and Fazea, Yousef (2021) Exploring the Impact of the COVID-19 Pandemic on University Students’ Learning Life: An Integrated Conceptual Motivational Model for Sustainable and Healthy Online Learning. Sustainability, 13 (2546).

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Official URL: http://dx.doi.org/10.3390/su13052546

Abstract

The COVID-19 pandemic has forced many organizations around the world to make full use of a variety of emerging online communication platform technologies. Universities are among the organizations that have asked students, tutors, and lecturers to use a number of different online communication platforms to ensure the education process remains uninterrupted. However, the COVID-19 pandemic has generated considerable challenges for the global higher education community while using such emerging technologies. This research has two main goals. First, this paper will begin by investigating whether the online learning platforms used by university students during the COVID-19 period have presented any challenges to their learning. Second, the paper will then go on to address proposed solutions by developing a conceptual model to reduce the impact of such challenges. This research uses an exploratory qualitative research approach, supported by literature content analysis techniques. The data set for this study was collected during the first peak of the pandemic period in Malaysia, between the 16th of May 2020 and the 5th of June 2020. We used SPSS to conduct a descriptive analysis and NVivo12 to analyse data collected from 486 students from different universities in Malaysia. These students disclosed various obstacles they encountered when they used IT platform applications for online learning. These obstacles include (a) work and information overload received from instructors, (b) inadaptability and unfamiliarity of the new online learning environment, and (c) personal health challenges related to stress and anxiety. Based on previous relevant research, this study introduced a set of motivational factors and developed a conceptual motivational model for sustainable and healthy online learning.