Running Head: Literature Review 1

Business Research Methodology

 Running Head: Literature Review 2

Table of Contents

Chapter 2: Literature Review.....................................................................................................3

2.1 Independent Variables......................................................................................................3

2.1.1 Attitude towards negative effect of Covid-19............................................................3

2.1.2 Positive attitude of online learning............................................................................4

2.1.3 Flexibility of online learning.....................................................................................5

2.2 Dependent Variables.........................................................................................................6

2.2.1 Continuance Intentions..............................................................................................6

2.2.2 Number of re-enrolments...........................................................................................7

2.2.3 Percentage of engagement.........................................................................................8

References..................................................................................................................................9
 Running Head: Literature Review 3

Chapter 2: Literature Review

2.1 Independent Variables

2.1.1 Attitude towards negative effect of Covid-19

Akcil & Bastas, (2020), has identified that knowledge related to covid-19 pandemic

have had a serious effect on students choosing online learning as the method of education.

The researchers focused on examining existing relationships within attitudes of students

related to e-learning and the relationship of digital citizenship. The possibility of covid-19

pandemic in transforming the digital age and making it an advantage for the education sector

have been considered in this study, which has helped the researchers in understanding

continuance intention of students in context to online education post-Covid-19 pandemic. In

order to examine the digital citizenship behaviour of learners and their attitudes towards e-

learning, the researchers focused on higher education learners as their study group. Students

belonging to the education faculty of a private university situated in the Northern part of

Cyprus were chosen as the study group. 120 students studying in the university, who took

part in the spring semester of 2019-2020 academic year were considered for the study,

amongst which 105 people participated in the study. Over this of this study group, the

researchers conducted a relational survey and tested the establishment of the relationship

existing within digital citizenship and e-learning. The analysis of the relational survey proved

that a positive relationship within the citizenship behaviour and e-learning attitudes exist,

which is usually within higher education students, who were the focus of this study.

Nevertheless, it has also been identified that the negative perceptions related to covid-19 of

students also influences them to continue the e-learning process.

 Running Head: Literature Review 4

On the other hand, Çevik & Bakioğlu, (2022), further substantiated the claim of

attitude towards negative effect of covid-19 pandemic influencing students to continue online

education post covid-19 pandemic as well. The researchers focused on investigating e-

learning attitudes of students in times of crisis (Covid-19 pandemic) to understand whether it

has been effective enough to influence continents intentions within students. The researchers

at the study upon the consideration and understanding of covid-19 pandemic impacting the

world, which resulted in moving majority of students from various educational institutions

across the globe from traditional classroom to digital learning environments. This

understanding of the research is focused on identifying whether or not this situation will

affect motivation of university students who had to take their lessons from digital learning

environments during the covid-19 pandemic. As a result, the research was formed with the

aim of testing the impact of the fear of contracting covid-19 in influencing students to

continue their online education even after decreasing rate of the spread of coronavirus. As a

result, it has been identified that the fear of contracting covid-19 had a moderating impact on

the attitudes of e-learning in students.

2.1.2 Positive attitude of online learning

Szopiński & Bachnik, (2022), on the other hand, conducted a study to understand how

is the positive attitude towards online learning impacting continuance intentions of students

post covid-19 pandemic. The researchers have identified that benefits of online education

such as efficiency of accessing it regardless of student’s location is one of the main factors

that is impacting continuance intentions for students. On the other hand, it has also been

identified that the opportunities students are getting which is helping them manage other

works alongside learning as a result of digital education is another factor that is developing
 Running Head: Literature Review 5

continuance intentions within students in relation to online education post covid-19

pandemic.

Nevertheless, Zheng, Bender & Lyon, (2021), have stated that students’ perceived

engagement with faculty and classmates is predicting a greater percentage of their

continuance intention and perceived effectiveness of online courses. The researchers

conducted a chi-square test, which helped them in understanding that the results that students

have received during 2020 summer quarter examinations by appearing on online courses have

been positive. This on the other hand, has directed their motivation and is impacting their

continuance intention in context to considering online education post covid-19 pandemic.

2.1.3 Flexibility of online learning

Huang et al., (2014), on the other hand, have identified that the flexibility that online

learning provides to students is one of the main factors that is motivating students to continue

pursuing online education. With the primary purpose of exploring key factors impacting

mobile learning continuance intention and examining the moderating impact of perceived

flexibility advantages on relationship within key mobile learning elements and continuance

intention, the specific researchers conducted a study. For the study 500 undergraduate

students who previously had adopted mobile devices for learning English were considered.

The researchers made use of partial least squares analysis for testing the hypothesis in this

study. As a result, the researchers found that perceived usefulness of technology along with

self-management of learning, subjective norm and perceived flexibility of mobile education

are closely linked to continuance intention regarding online education. 

Furthermore, the aforementioned claim has been substantiated by Joo, So & Kim

(2018). The former mentioned researchers focused on investigating the effect of student
 Running Head: Literature Review 6

satisfaction and continuance intention regarding e-learning. The researchers examined why

students are willing to continue mobile education or online education despite its challenges.

As the sample population the researchers considered 222 university students studying in

Korea and collected data from them over which structural equation modelling was used for

investigating the relationship existing within latent variables. As a result, it was found that

flexibility provided by online learning in context to time and location are some of the main

factors influencing continuance intention within students regarding online learning post

covid-19 pandemic as well. 

2.2 Dependent Variables

2.2.1 Continuance Intentions

Wang, Lin & Su, (2021), surveyed higher education institution students for

investigating their continuance intentions in relation to online learning during covid-19

pandemic to identify why or why not students are willing to continue online education post

covid-19 pandemic. The researchers used expectation confirmation theory, which was

extended with the help of task-technology fit model for ascertaining the role of technical

support in promoting online learning and its help in supporting students to complete their

online courses during the pandemic and spawning of continuance intentions to use online

learning in the future as well. According to the data that was collected through online

questionnaires that involved 854 valid responses, the researchers have identified that

technological support which has helped students to complete their online education during

covid-19 pandemic have impacted their continuance intentions post the pandemic as well.
 Running Head: Literature Review 7

On the other hand, Marandu et al., (2022), have stated that performance

expectancy along with social influence and satisfaction predicts continuance

intentions regarding online learning services of students post covid-19 pandemic.

2.2.2 Number of re-enrolments

Nevertheless, Tanveer et al. (2020), have identified that despite various challenges

that have been recognised to impact students while they were required to move to online

education during the covid-19 pandemic a significant number of students have re-enrolled in

online courses even after the pandemic as well. The researchers focused on students learning

in Saudi Arabia to understand continuance intention of students regarding online education

post covid-19 pandemic. The identification of the amount of re-enrolment in online learning

post-covid-19 pandemic is an efficient way of identifying continuance intention. Enrolment

of students indicates the number of individuals willing to take part in the specific form of

learning. As a result, the researchers identified continuance intention within students

regarding online learning in Saudi Arabia post-covid-19 pandemic. 

On the other hand, Firmansyah et al. (2021), have stated that the requirement in relation to

shifting to online learning during the covid-19 pandemic has helped students, teachers and

educational institutions in identifying various benefits associated with this type of learning.

Students, schools and tutors have benefited from the specific type of learning apart from

identifying a way that has helped them in continuing learning and teaching during the

pandemic as well. The researchers have identified that efficiency in relation to location and

flexibility provided by online learning has further influenced learners to consider online

learning even after the pandemic. As a result, the researchers considered the re-enrolment

percentage of students to identify whether or not they are willing to continue online learning
 Running Head: Literature Review 8

post-covid-19 pandemic, which can be stated to be an efficient way of identifying

continuance intention within students regarding online learning. 

2.2.3 Percentage of engagement

Percentage of engagement in the classroom dictates the number of students

understanding and comprehending the taught lessons. It is important for tutors to teach in a

way that is comprehensible or understandable by students. As a result, student engagement in

classrooms has become one of the most important indicators of the success of the taught

lessons or teaching practice (Havik & Westergård, 2020). In order to obtain an understanding

of the efficiency of a specific teaching practice, engagement percentage of students are

examined. Student engagement gives an insight in relation to what changes can be made to a

teaching style to ensure that whatever is taught is well perceived in the classroom (Nguyen,

Cannata & Miller, 2018). Similar is the case for online learning, which is presumably a new

method for the worldwide student base that became a common practice after the spread of

covid-19 pandemic (Marandu et al., 2022). As a result, by analysing the percentage of student

engagement in online classrooms can be depicted as an important indicator or dependent

variable that can be used for analysing the efficiency and continuance intention of students

regarding online learning post-covid-19 pandemic.

 Running Head: Literature Review 9

References

Akcil, U., & Bastas, M. (2020). Examination of university students' attitudes towards e-

learning during the covid-19 pandemic process and the relationship of digital

citizenship. Contemporary Educational Technology, 13(1), ep291. Retrieved 1

August 2022, from https://www.cedtech.net/article/examination-of-university-

students-attitudes-towards-e-learning-during-the-covid-19-pandemic-process-9341

Çevik, M., & Bakioğlu, B. (2022). Investigating students’ E-Learning attitudes in times of

crisis (COVID-19 pandemic). Education and Information Technologies, 27(1), 65-

87. Retrieved 1 August 2022, from https://link.springer.com/article/10.1007/s10639-

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Firmansyah, R., Putri, D., Wicaksono, M., Putri, S., Widianto, A., & Palil, M. (2021).

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Huang, R. T., Hsiao, C. H., Tang, T. W., & Lien, T. C. (2014). Exploring the moderating role

of perceived flexibility advantages in mobile learning continuance intention (MLCI).

International Review of Research in Open and Distributed Learning, 15(3), 140-

 Running Head: Literature Review 10

157. Retrieved 1 August 2022, from  https://www.erudit.org/en/journals/irrodl/1900-

v1-n1-irrodl04933/1065366ar/abstract/ 

Joo, Y. J., So, H. J., & Kim, N. H. (2018). Examination of relationships among students' self-

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