The mediating role of students' ability to adapt to online activities on the relationship between perceived university culture and academic performance
DOI:
https://doi.org/10.24136/oc.2022.036Keywords:
online academic activities, engagement, e-learning academic performance, adaptability, PLS-SEMAbstract
Research background: The COVID-19 pandemic has affected higher education globally and disrupted its usual activities, according to differing perspectives. The ability to adapt to online activities was an important factor for many researchers during the pandemic period.
Purpose of the article: In this article, the authors are studying the ability of the students to adapt to online activities, and also the direct and indirect effect on their academic performances.
Methods: The data was collected with a questionnaire and the respondents are students from Romanian Universities. The analysis was made with an econometric model by using the PLS-SEM methodology. The goal of the paper was to find and analyse the factors used to perform academic online activities during the pandemic period.
Findings & value added: The results of the paper validate the research hypotheses formulated in the introductory part and confirm that the students? academic performances are a direct result of many factors, such as: system parameters, personal demand, personal commitment, and regulatory environment. The identification of the exogenous variables with significant impact on the students? performances through online activities could help the management of the universities to implement the positive aspects and to reward them for their efforts while preventing from resilience to change. The higher education system has to acknowledge that flexible online learning opportunities are needed by students to fit their coursework around their employment and family responsibilities.
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