The effect of conceptions of learning and prior online course experiences on students’ choice of learning spaces for synchronous online learning during COVID-19

Abstract

During COVID-19, universities are reconfiguring learning environments and increasing flexibility in course offerings. Teachers have found synchronous hybrid teaching challenging with many students preferring online to in-person classroom attendance. Understanding students’ decision-making as to where, when and how they choose to learn will be critical in informing the design of learning spaces and courses. This survey-based study of 369 undergraduates across disciplines explored the relationships between students’ backgrounds and psychological factors (self-efficacy for online learning, conceptions of learning, perceptions of previous online course experiences) and student choices of learning spaces for synchronous online learning. While pre-pandemic studies in Western contexts identified non-traditional student characteristics as major factors associated with students’ choices of learning spaces (i.e., learning online at home), this Hong Kong study found significant associations between undergraduates’ choices, their origin and the disciplines. Logistic regression indicated those who preferred stimulating education and cooperative learning or perceived their previous online course experiences as having clearer goals had greater odds of attending classes synchronously online on campus from locations different from the scheduled teaching spaces. Qualitative analysis suggests personality, self-regulation and the university’s social and organisational structures as factors to consider in future studies of student choices of learning spaces.

Implications for practice or policy:

• Higher education providers may need to diversify course designs to cater to undergraduates’ different hybrid learning preferences and expectations in the post-pandemic return to campus.
• The first step for online course teachers is to help their students to build a higher level of self-efficacy for online learning.
• Course teachers can motivate students to take courses online by clarifying their course goals and standards.