Emergency Online Learning: The Effects of Interactional, Motivational, Self-Regulatory, and Situational Factors on Learning Outcomes and Continuation Intentions

This study investigated the effects of interactional, motivational, self-regulatory, and situational factors on university students’ online learning outcomes continuation intentions during COVID-19 pandemic. Data were collected from 255 students taking a business course at in southern China. Hierarchical multiple regression analyses revealed that while family financial hardship caused by was marginally significant negative predictor outcomes, learner–content interaction; instructors’ provision e-resources, planning, organisation; intrinsic goal orientation meta-cognitive self-regulation positive predictors with latter two sets mediating learner–instructor learner–learner interactions, respectively. Multinominal logistic showed interaction, private space to continue learning, but interaction predictor. These findings point differential various types interactional intentions, instructor- learner-level mediate interactions outcomes. They contribute our understandings emergency provide implications for facilitating it.