Social support, computer self-efficacy, online learning engagement and satisfaction among undergraduate hospitality students

References

• Abbas, T. M. (2017). Human factors affecting university hospitality and tourism students’ intention to use e-learning: A comparative study between Egypt and the UK. Journal of Human Resources in Hospitality & Tourism, 16(4), 349–366. https://doi.org/10.1080/15332845.2017.1266866
   Google Scholar
• Abdullah, F., & Kauser, S. (2023). Students’ perspective on online learning during pandemic in higher education. Quality & Quantity, 57(3), 2493–2505. https://doi.org/10.1007/s11135-022-01470-1
   PubMedGoogle Scholar
• Adarkwah, M. A. (2021). I’m not against online teaching, but what about us?”: ICT in Ghana post Covid-19. Education and Information Technologies, 26(2), 1665–1685. https://doi.org/10.1007/s10639-020-10331-z
   PubMed Web of Science ®Google Scholar
• Adedoyin, O. B., & Soykan, E. (2023). Covid-19 pandemic and online learning: The challenges and opportunities. Interactive Learning Environments, 31(2), 863–875. https://doi.org/10.1080/10494820.2020.1813180
   Web of Science ®Google Scholar
• Agyeiwaah, E., Baiden, F. B., Gamor, E., & Hsu, F. C. (2022). Determining the attributes that influence students’ online learning satisfaction during COVID-19 pandemic. Journal of Hospitality, Leisure, Sport & Tourism Education, 30, 100364. https://doi.org/10.1016/j.jhlste.2021.100364
   PubMed Web of Science ®Google Scholar
• Alarabiat, A., Hujran, O., Soares, D., & Tarhini, A. (2023). Examining students’ continuous use of online learning in the post-COVID-19 era: An application of the process virtualization theory. Information Technology & People, 36(1), 21–47. https://doi.org/10.1108/ITP-02-2021-0142
   Web of Science ®Google Scholar
• Alinejad-Naeini, M., Razavi, N., Sohrabi, S., & Heidari-Beni, F. (2021). The association between health literacy, social support and self-efficacy in mothers of preterm neonates. The Journal of Maternal-Fetal & Neonatal Medicine, 34(11), 1703–1710. PMID: 31307262. https://doi.org/10.1080/14767058.2019.1644620
   PubMed Web of Science ®Google Scholar
• Alqurashi, E. (2019). Predicting student satisfaction and perceived learning within online learning environments. Distance Education, 40(1), 133–148. https://doi.org/10.1080/01587919.2018.1553562
   Web of Science ®Google Scholar
• Amin, I., Yousaf, A., Walia, S., & Bashir, M. (2022). What shapes E-Learning effectiveness among tourism education students? An empirical assessment during COVID19. Journal of Hospitality, Leisure, Sport & Tourism Education, 30, 100337. https://doi.org/10.1016/j.jhlste.2021.100337
   Web of Science ®Google Scholar
• Artino, A. R. Jr. (2007). Online military training: Using a social cognitive view of motivation and self-regulation to understand students’ satisfaction, perceived learning, and choice. Quarterly Review of Distance Education, 8(3), 191.
   Google Scholar
• Baber, H. (2022). Social interaction and effectiveness of the online learning – A moderating role of maintaining social distance during the pandemic COVID-19. Asian Education and Development Studies, 11(1), 159–171. https://doi.org/10.1108/AEDS-09-2020-0209
   Web of Science ®Google Scholar
• Baber, H. (2020). Determinants of students’ perceived learning outcome and satisfaction in online learning during the pandemic of COVID-19. Journal of Education and e-Learning Research, 7(3), 285–292. https://doi.org/10.20448/journal.509.2020.73.285.292
   Google Scholar
• Baloran, E. T., & Hernan, J. T. (2021). Course satisfaction and student engagement in online learning amid COVID-19 pandemic: A structural equation model. Turkish Online Journal of Distance Education, 22(4), 1–12. https://doi.org/10.17718/tojde.1002721
   Web of Science ®Google Scholar
• Bandura, A. (1997). Self-efficacy: The exercise of control. W H Freeman/Times Books/Henry Holt & Co.
   Google Scholar
• Bandura, A. (2001). Social cognitive theory: An agentic perspective. Annual Review of Psychology, 52(1), 1–26. https://doi.org/10.1146/annurev.psych.52.1.1
   PubMed Web of Science ®Google Scholar
• Bandura, A. (Ed.). (1995). Self-efficacy in changing societies. Cambridge University Press. https://doi.org/10.1017/CBO9780511527692
   Google Scholar
• Banna, J., Grace Lin, M. F., Stewart, M., & Fialkowski, M. K. (2015). Interaction matters: Strategies to promote engaged learning in an online introductory nutrition course. Journal of Online Learning and Teaching, 11(2), 249–261. PMID: 27441032; PMCID: PMC4948751.
   PubMedGoogle Scholar
• Berkman, L. F., Glass, T., Brissette, I., & Seeman, T. E. (2000). From social integration to health: Durkheim in the new millennium. Social Science & Medicine (1982), 51(6), 843–857. https://doi.org/10.1016/S0277-9536(00)00065-4
   PubMed Web of Science ®Google Scholar
• Brouwer, J., De Matos Fernandes, C. A., Steglich, C. E., Jansen, E. P., Hofman, W. A., & Flache, A. (2022). The development of peer networks and academic performance in learning communities in higher education. Learning and Instruction, 80, 101603. https://doi.org/10.1016/j.learninstruc.2022.101603
   Web of Science ®Google Scholar
• Chandra, T., Martha Ng- Martha, N., Chandra, S., & Priyono, P. (2018). The effect of service quality on student satisfaction and student loyalty: An empirical study. Journal of Social Science Educational Research, 9(3), 109–131.
   Google Scholar
• Chen, I. S. (2017). Computer self-efficacy, learning performance, and the mediating role of learning engagement. Computers in Human Behavior, 72, 362–370. https://doi.org/10.1016/j.chb.2017.02.059
   Web of Science ®Google Scholar
• Cheng, G., & Chau, J. (2016). Exploring the relationships between learning styles, online participation, learning achievement and course satisfaction: An empirical study of a blended learning course. British Journal of Educational Technology, 47(2), 257–278. https://doi.org/10.1111/bjet.12243
   Web of Science ®Google Scholar
• Cheon, S. H., Reeve, J., & Vansteenkiste, M. (2020). When teachers learn how to provide classroom structure in an autonomy-supportive way: Benefits to teachers and their students. Teaching and Teacher Education, 90, 103004. https://doi.org/10.1016/j.tate.2019.103004
   Web of Science ®Google Scholar
• Chhetri, S. B., & Baniya, R. (2022). Influence of student-faculty interaction on graduate outcomes of undergraduate management students: The mediating role of behavioral, emotional and cognitive engagement. The International Journal of Management Education, 20(2), 100640. https://doi.org/10.1016/j.ijme.2022.100640
   Web of Science ®Google Scholar
• Croxton, R. A. (2014). The role of interactivity in student satisfaction and persistence in online learning. Journal of Online Learning and Teaching, 10(2), 314.
   Google Scholar
• Deechuay, N., Koul, R., Maneewan, S., & Lerdpornkulrat, T. (2016). Relationship between gender identity, perceived social support for using computers, and computer self-efficacy and value beliefs of undergraduate students. Education and Information Technologies, 21(6), 1699–1713. https://doi.org/10.1007/s10639-015-9410-8
   Web of Science ®Google Scholar
• Diemer, T. T., Fernandez, E., & Streepey, J. W. (2012). Student perceptions of classroom engagement and learning using iPads. Journal of Teaching and Learning with Technology, 1(2), 13–25.
   Google Scholar
• Elliot, K. M., & Healy, M. A. (2001). Key factors influencing student satisfaction related to recruitment and retention. Journal of Marketing for Higher Education, 10(4), 1–11. https://doi.org/10.1300/J050v10n04_01
   Google Scholar
• El-Sayad, G., Md Saad, N. H., & Thurasamy, R. (2021). How higher education students in Egypt perceived online learning engagement and satisfaction during the COVID-19 pandemic. Journal of Computers in Education, 8(4), 527–550. https://doi.org/10.1007/s40692-021-00191-y
   Web of Science ®Google Scholar
• Farmer, T. W., & Farmer, E. M. Z. (1996). Social relationships of students with exceptionalities in mainstream classrooms: Social networks and homophily. Exceptional Children, 62(5), 431–450. https://doi.org/10.1177/001440299606200504
   Web of Science ®Google Scholar
• Farrukh, M., Soomro, T. R., Ghazal, T. M., Alzoubi, H. M., & Alshurideh, M. (2023). Perspectives of online education in Pakistan: Post-covid scenario. In The effect of information technology on business and marketing intelligence systems. (pp. 519–550). Springer International Publishing.
   Google Scholar
• Frankfort-Nacmias, C. F., & Nachmias, D. (2008). Research methods in the social sciences. Sage Publications.
   Google Scholar
• Güllü, A., Kara, M., & Akgün, Ş. (2024). Determining attitudes toward e-learning: What are the attitudes of health professional students? Zeitschrift Fur Gesundheitswissenschaften = Journal of Public Health, 32(1), 1–8. https://doi.org/10.1007/s10389-022-01791-3
   Web of Science ®Google Scholar
• Gabbianelli, L., & Pencarelli, T. (2023). On-campus accommodation service quality: The mediating role of students’ satisfaction on word of mouth. The TQM Journal, 35(5), 1224–1255. https://doi.org/10.1108/TQM-03-2022-0092
   Google Scholar
• Gao, H., Ou, Y., Zhang, Z., Ni, M., Zhou, X., & Liao, L. (2021). The relationship between family support and e-learning engagement in college students: The mediating role of e-learning normative consciousness and behaviors and self-efficacy. Frontiers in Psychology, 12, 573779.https://doi.org/10.3389/fpsyg.2021.573779
   PubMed Web of Science ®Google Scholar
• Gray, J. A., & DiLoreto, M. (2016). The effects of student engagement, student satisfaction, and perceived learning in online learning environments. International Journal of Educational Leadership Preparation, 11(1), n1.
   Google Scholar
• Greaves, D. (2024). Perception of young adults in higher education: A case study of Caribbean students in the online learning environment. Open Learning: The Journal of Open, Distance and e-Learning, 39(1), 68–84. https://doi.org/10.1080/02680513.2021.1906640
   Google Scholar
• Guan, M., & So, J. (2016). Influence of social identity on self-efficacy beliefs through perceived social support: A social identity theory perspective. Communication Studies, 67(5), 588–604. https://doi.org/10.1080/10510974.2016.1239645
   Web of Science ®Google Scholar
• Habib, S. S., Rafiq, S., Zaidi, S. M. A., Ferrand, R. A., Creswell, J., Van Ginneken, B., Jamal, W. Z., Azeemi, K. S., Khowaja, S., & Khan, A. (2020). Evaluation of computer aided detection of tuberculosis on chest radiography among people with diabetes in Karachi Pakistan. Scientific Reports, 10(1), 6276. https://doi.org/10.1038/s41598-020-63084-7
   PubMed Web of Science ®Google Scholar
• Hair, J., Hult, T., Ringle, C., & Sarstedt, M. (2014). A primer on partial least squares structural equation modeling (PLS-SEM). Sage Publications, Inc.
   Google Scholar
• Hair, J. F., Risher, J. J., Sarstedt, M., & Ringle, C. M. (2019). When to use and how to report the results of PLS-SEM. European Business Review, 31(1), 2–24. https://doi.org/10.1108/EBR-11-2018-0203
   Web of Science ®Google Scholar
• Heflin, H., Shewmaker, J., & Nguyen, J. (2017). Impact of mobile technology on student attitudes, engagement, and learning. Computers & Education, 107, 91–99. https://doi.org/10.1016/j.compedu.2017.01.006
   Web of Science ®Google Scholar
• Henaku, E. A. (2020). COVID-19: Online learning experience of college students: The case of Ghana. International Journal of Multidisciplinary Sciences and Advanced Technology, 1(2), 54–62.
   Google Scholar
• Henseler, J., Ringle, C. M., & Sarstedt, M. (2015). A new criterion for assessing discriminant validity in variance-based structural equation modelling. Journal of the Academy of Marketing Science, 43(1), 115–135. https://doi.org/10.1007/s11747-014-0403-8
   Web of Science ®Google Scholar
• Hsiao, H.-C., Tu, Y.-L., & Chung, H.-N. (2012). Perceived social supports, computer self-efficacy, and computer use among high school students. TOJET: The Turkish Online Journal of Educational Technology, 11(2), 167–177.
   Google Scholar
• Hung, M.-L., Chou, C., Chen, C.-H., & Own, Z.-Y. (2010). Learner readiness for online learning: Scale development and student perceptions. Computers & Education, 55(3), 1080–1090. https://doi.org/10.1016/j.compedu.2010.05.004
   Web of Science ®Google Scholar
• Jung, Y., & Lee, J. (2018). Learning engagement and persistence in massive open online courses (MOOCS). Computers & Education, 122, 9–22. https://doi.org/10.1016/j.compedu.2018.02.013
   Web of Science ®Google Scholar
• Kankhuni, Z., Ngwira, C., Sepula, M. B., & Kapute, F. (2023). Modelling the relationship between higher education service quality, student engagement, attachment, satisfaction, and loyalty: a case of a Malawian public university. Journal of Teaching in Travel & Tourism, 23(2), 229–252. https://doi.org/10.1080/15313220.2022.2128983
   Web of Science ®Google Scholar
• Kazungu, I., & Kubenea, H. (2023). Customer satisfaction as a mediator of service facility and word of mouth in higher learning institutions. Journal of Applied Research in Higher Education, 15(5), 1649–1663. https://doi.org/10.1108/JARHE-04-2022-0128
   Web of Science ®Google Scholar
• Kim, S., & Kim, D. J. (2021). Structural relationship of key factors for student satisfaction and achievement in asynchronous online learning. Sustainability, 13(12), 6734. https://doi.org/10.3390/su13126734
   Web of Science ®Google Scholar
• Krejcie, R. V., & Morgan, D. W. (1970). Determining sample size for research activities. Educational and Psychological Measurement, 30(3), 607–610. https://doi.org/10.1177/001316447003000308
   Web of Science ®Google Scholar
• Kung, J. C., Hsiao, H. C., Tu, Y. L., & Chung, H. N. (2012). The influence of types of social support on internet self-efficacy on students enrolled in a computer and information technology course. International Journal of Learning: An Annual Review, 18(7), 213–222.
   Google Scholar
• Kuo, T. M., Tsai, C. C., & Wang, J. C. (2021). Linking web-based learning self-efficacy and learning engagement in MOOCs: The role of online academic hardiness. The Internet and Higher Education, 51, 100819. https://doi.org/10.1016/j.iheduc.2021.100819
   Web of Science ®Google Scholar
• Kuo, Y.-C., Walker, A. E., Belland, B. R., & Schroder, K. E. E. (2013). A predictive study of student satisfaction in online education programs. The International Review of Research in Open and Distributed Learning, 14(1), 16–39. https://doi.org/10.19173/irrodl.v14i1.1338
   Web of Science ®Google Scholar
• Latip, M. S. A., Newaz, F. T., & Ramasamy, R. (2020). Students’ perception of lecturers’ competency and the effect on institution loyalty: The mediating role of students’ satisfaction. Asian Journal of University Education, 16(2), 183–195. https://doi.org/10.24191/ajue.v16i2.9155
   Google Scholar
• Li, X., Chen, W., & Popiel, P. (2015). What happens on Facebook stays on Facebook? The implications of Facebook interaction for perceived, receiving, and giving social support. Computers in Human Behavior, 51, 106–113. https://doi.org/10.1016/j.chb.2015.04.066
   Web of Science ®Google Scholar
• Li, Y. (2018). Teacher–student relationships, student engagement, and academic achievement for non-Latino and Latino youth. Adolescent Research Review, 3(4), 375–424. https://doi.org/10.1007/s40894-017-0069-9
   Web of Science ®Google Scholar
• Lim, Y. L., Osman, A., Salahuddin, S. N., Romle, A. R., & Abdullah, S. (2016). Factors influencing online shopping behavior: The mediating role of purchase intention. Procedia Economics and Finance, 35, 401–410. https://doi.org/10.1016/S2212-5671(16)00050-2
   Google Scholar
• Liu, R., & Chiang, Y. L. (2019). Who is more motivated to learn? The roles of family background and teacher-student interaction in motivating student learning. The Journal of Chinese Sociology, 6(1), 17. https://doi.org/10.1186/s40711-019-0095-z
   Google Scholar
• Marandu, E. E., Mathew, I. R., Svotwa, T. D., Machera, R. P., & Jaiyeoba, O. (2023). Predicting students’ intention to continue online learning post-COVID-19 pandemic: Extension of the unified theory of acceptance and usage technology. Journal of Applied Research in Higher Education, 15(3), 681–697. https://doi.org/10.1108/JARHE-02-2022-0061
   Web of Science ®Google Scholar
• Mbwesa, J. K. (2014). Students perceived quality of distance education courses as a correlate of learner satisfaction: A case study of the Bachelor of Education Arts Program, University of Nairobi, Kenya. International Journal of Social Science Studies, 2(2), 86–99. http://ijsss.redfame.com
   Google Scholar
• Meyer, K. A. (2014). Student engagement in online learning: What works and why. ASHE Higher Education Report, 40(6), 1–114. https://doi.org/10.1002/aehe.20018
   Google Scholar
• Miao, J., Chang, J., & Ma, L. (2022). Teacher–student interaction, student–student interaction and social presence: Their impacts on learning engagement in online learning environments. The Journal of Genetic Psychology, 183(6), 514–526. https://doi.org/10.1080/00221325.2022.2094211
   PubMed Web of Science ®Google Scholar
• Mudrák, M., Turčáni, M., & Reichel, J. (2020). Impact of using personalized e-course in computer science education. Journal on Efficiency and Responsibility in Education and Science, 13(4), 174–188. https://doi.org/10.7160/eriesj.2020.130402
   Web of Science ®Google Scholar
• Nguyen, T. D., Cannata, M., & Miller, J. (2018). Understanding student behavioral engagement: Importance of student interaction with peers and teachers. The Journal of Educational Research, 111(2), 163–174. https://doi.org/10.1080/00220671.2016.1220359
   Web of Science ®Google Scholar
• Padlee, S. F., & Reimers, V. (2015). International student satisfaction with, and behavioural intentions towards, universities in Victoria. Journal of Marketing for Higher Education, 25(1), 70–84. https://doi.org/10.1080/08841241.2015.1042098
   Web of Science ®Google Scholar
• Punjani, K. K., & Mahadevan, K. (2022). Transitioning to online learning in higher education: Influence of awareness of COVID-19 and self-efficacy on perceived net benefits and intention. Education and Information Technologies, 27(1), 291–320. https://doi.org/10.1007/s10639-021-10665-2
   PubMed Web of Science ®Google Scholar
• Purzer, S. (2011). The relationship between team discourse, self-efficacy and individual achievement: A sequential mixed-methods study. Journal of Engineering Education, 100(4), 655–679. https://doi.org/10.1002/j.2168-9830.2011.tb00031.x
   Web of Science ®Google Scholar
• Rehman, M. A., Woyo, E., Akahome, J. E., & Sohail, M. D. (2022). The influence of course experience, satisfaction, and loyalty on students’ word-of-mouth and re-enrolment intentions. Journal of Marketing for Higher Education, 32(2), 259–277. https://doi.org/10.1080/08841241.2020.1852469
   Web of Science ®Google Scholar
• Sánchez Amate, J. J., Luque de La Rosa, A., Gutiérrez Cáceres, R., & Vargas Serrano, A. (2021). The effects of COVID-19 in the learning process of primary school students: A systematic review. Education Sciences, 11(10), 654. https://doi.org/10.3390/educsci11100654
   Web of Science ®Google Scholar
• Saefudin, W., Sriwiyanti, S., & Mohamad Yusoff, S. H. (2021). Role of social support toward student academic self-efficacy in online learning during pandemic. Jurnal Tatsqif, 19(2), 133–154. https://doi.org/10.20414/jtq.v19i2.4221
   Google Scholar
• She, L., Ma, L., Jan, A., Sharif Nia, H., & Rahmatpour, P. (2021). Online learning satisfaction during COVID-19 pandemic among Chinese university students: The serial mediation model. Frontiers in Psychology, 12, 743936. https://doi.org/10.3389/fpsyg.2021.743936
   PubMed Web of Science ®Google Scholar
• Shmueli, G., & Koppius, O. R. (2011). Predictive analytics in information systems research. MIS Quarterly, 3, 35, 553–572. https://doi.org/10.2307/23042796
   Web of Science ®Google Scholar
• Shyju, P. J., Vinodan, A., Sadekar, P., Sethu, M., & Lama, R. (2021). Determinants of online learning efficacy and satisfaction of tourism and hospitality management students during the COVID-19 pandemic. Journal of Teaching in Travel & Tourism, 21(4), 403–427. https://doi.org/10.1080/15313220.2021.1998941
   Web of Science ®Google Scholar
• Singh, M. D., & Mishra, S. (2022). Effectiveness of an adoptive e-learning resources; intervention on school going students’ learning in comparison to traditional instruction. Journal of Positive School Psychology, 6(5), 4029–4036.
   Google Scholar
• Singh, V., & Thurman, A. (2019). How many ways can we define online learning? A systematic literature review of definitions of online learning (1988-2018). American Journal of Distance Education, 33(4), 289–306. https://doi.org/10.1080/08923647.2019.1663082
   Web of Science ®Google Scholar
• Slack, H. R., & Priestley, M. (2023). Online learning and assessment during the Covid-19 pandemic: Exploring the impact on undergraduate student well-being. Assessment & Evaluation in Higher Education, 48(3), 333–349. https://doi.org/10.1080/02602938.2022.2076804
   Web of Science ®Google Scholar
• Spitzig, J., & Renner, B. J. (2022). Student engagement and retention of adult learners at community colleges. Journal of College Student Retention: Research, Theory & Practice, 152102512211380. https://doi.org/10.1177/15210251221138065
   Google Scholar
• Srichanyachon, N. (2014). EFL learners’ perceptions of using LMS. Turkish Online Journal of Educational Technology, 13, 30–35.
   Google Scholar
• Stage, F., Muller, P., Kinzie, J., & Simmons, A. (1998). Social constructivism as a basis for learning. In Creating Learning Centered Classrooms. What Does Learning Theory Have to Say? ASHE/ERIC.
   Google Scholar
• Stan, M. M., Topală, I. R., Necşoi, D. V., & Cazan, A. M. (2022). Predictors of learning engagement in the context of online learning during the COVID-19 pandemic. Frontiers in Psychology, 13, 867122. https://doi.org/10.3389/fpsyg.2022.867122
   PubMedGoogle Scholar
• Sun, H. L., Sun, T., Sha, F. Y., Gu, X. Y., Hou, X. R., Zhu, F. Y., & Fang, P. T. (2022). The influence of teacher–student interaction on the effects of online learning: Based on a serial mediating model. Frontiers in Psychology, 13, 779217. https://doi.org/10.3389/fpsyg.2022.779217
   PubMedGoogle Scholar
• Sun, J. C. Y., & Rueda, R. (2012). Situational interest, computer self‐efficacy and self‐regulation: Their impact on student engagement in distance education. British Journal of Educational Technology, 43(2), 191–204. https://doi.org/10.1111/j.1467-8535.2010.01157.x
   Web of Science ®Google Scholar
• Tandilashvili, N., Balech, S., & Tabatadze, M. (2023). The role of affective ties in the asymmetrical relationship between student satisfaction and loyalty. Comparative study of European business schools. Journal of Marketing for Higher Education, 1–25. https://doi.org/10.1080/08841241.2023.2204468
   Web of Science ®Google Scholar
• Tao, Y., Meng, Y., Gao, Z., & Yang, X. (2022). Perceived teacher support, student engagement, and academic achievement: A meta-analysis. Educational Psychology, 42(4), 401–420. https://doi.org/10.1080/01443410.2022.2033168
   Web of Science ®Google Scholar
• Taplin, M., & Jegede, O. (2001). Gender differences in factors influencing achievement of distance education students. Open Learning: The Journal of Open, Distance and e-Learning, 16(2), 133–154. https://doi.org/10.1080/02680510120050307
   Google Scholar
• Tight, M. (2020). Student retention and engagement in higher education. Journal of Further and Higher Education, 44(5), 689–704. https://doi.org/10.1080/0309877X.2019.1576860
   Web of Science ®Google Scholar
• Trang, T. T. N., & Thang, P. C. (2023). Computer-mediated communication and the business world. In Multidisciplinary Applications of Computer-Mediated Communication. (pp. 211–224). IGI Global.
   Google Scholar
• Wang, J. L., Jackson, L. A., Wang, H. Z., & Gaskin, J. (2015). Predicting social networking site (SNS) use: Personality, attitudes, motivation and internet self-efficacy. Personality and Individual Differences, 80, 119–124. https://doi.org/10.1016/j.paid.2015.02.016
   Web of Science ®Google Scholar
• Wang, Y., Cao, Y., Gong, S., Wang, Z., Li, N., & Ai, L. (2022). Interaction and learning engagement in online learning: The mediating roles of online learning self-efficacy and academic emotions. Learning and Individual Differences, 94, 102128. https://doi.org/10.1016/j.lindif.2022.102128
   Web of Science ®Google Scholar
• Wong, R. (2023). When no one can go to school: Does online learning meet students’ basic learning needs? Interactive Learning Environments, 31(1), 434–450. https://doi.org/10.1080/10494820.2020.1789672
   Google Scholar
• Woo, Y., & Reeves, T. C. (2007). Meaningful interaction in web-based learning: A social constructivist interpretation. The Internet and Higher Education, 10(1), 15–25. https://doi.org/10.1016/j.iheduc.2006.10.005
   Google Scholar
• Xie, Y., Huang, Y., Luo, W., Bai, Y., Qiu, Y., & Ouyang, Z. (2023). Design and effects of the teacher-student interaction model in the online learning spaces. Journal of Computing in Higher Education, 35(1), 69–90. https://doi.org/10.1007/s12528-022-09348-9
   PubMed Web of Science ®Google Scholar
• Xu, X., Zhao, W., & Liu, H. (2017). Factors influencing college students’ satisfaction in online learning. Distance Education in China, 5(5), 43–50.
   Google Scholar
• Yasin, N. M., Ong, M. H. A., & Ab Aziz, N. N. (2020). Attitude as mediator of technical usage self-efficacy, online communication self-efficacy, technology access and online media on the blended learning readiness. International Journal of Advanced Science and Technology, 29(6s), 713–724.
   Google Scholar
• Yasin, N. M., Ong, M. H., & Utmspace, U. T. M. (2020). A blended learning model of technology access and technical self-efficacy: Multiple mediator effects on student readiness. Journal of Advanced Research in Dynamical and Control Systems, 12(3), 531–539. https://doi.org/10.5373/JARDCS/V12I3/20201220
   Google Scholar
• Yousaf, H. Q., Rehman, S., Ahmed, M., & Munawar, S. (2023). Investigating students’ satisfaction in online learning: The role of students’ interaction and engagement in universities. Interactive Learning Environments, 31(10), 7104–7121. https://doi.org/10.1080/10494820.2022.2061009
   Web of Science ®Google Scholar
• Zhang, Q. (2022). Tourism students’ perception of blended learning and their engagement and satisfaction with the course. Social Behavior and Personality: An International Journal, 50(11), 1–13. https://doi.org/10.2224/sbp.11940
   Web of Science ®Google Scholar
• Zhang, W., Wang, Y., Yang, L., & Wang, C. (2020). Suspending classes without stopping learning: China’s education emergency management policy in the COVID-19 outbreak. Journal of Risk and Financial Management, 13(3), 55. https://doi.org/10.3390/jrfm13030055
   Web of Science ®Google Scholar
• Zimet, G. D., Dahlem, N. W., Zimet, S. G., & Farley, G. K. (1988). The multidimensional scale of perceived social support. Journal of Personality Assessment, 52(1), 30–41. https://doi.org/10.1207/s15327752jpa5201_2
   Web of Science ®Google Scholar