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Students in this study, and many around the globe, were compelled to engage in online education for the first time during Spring 2020. How this forced exposure to online learning will affect students' attitudes toward the format is a trending discussion topic. While existing studies have examined factors that influence students' choices of course format and perceptions of their online experiences, this is the first to explore these topics relative to the coronavirus-induced transition to online learning. This study concentrates on students who had no prior exposure to online learning before the compulsory transition to distance learning. Students' intentions to take future online classes varied with a mean score near the neutral point. Perceived flexibility and learning effectiveness were significantly correlated with the intention to take future online courses. Students disagreed that the format promoted effective learning and indicated that they would be more inclined to take online classes outside of their major. They reported that their motivation declined after face-to-face classes were converted to online because of the absence of in-person interaction. As universities plan their online offerings in a period of tightening budgets and retention concerns, higher education stakeholders will be interested in this study's results.
INTRODUCTION
In March 2020, colleges and universities across the globe transitioned to online learning in response to the coronavirus pandemic. Students who had enrolled in face-to-face courses were moved online, many for the first time. How this forced exposure to online learning will impact students' attitudes toward distance education is uncertain. Some contend the conversion will accelerate the adoption of online education, while others believe it could hinder acceptance (Lederman, 2020).
Distance learning literature has examined factors that influence students' enrollment in online courses and their perceptions of their experiences. No studies have examined these topics in such extraordinary circumstances. The students included in this study had never taken online courses before being compelled to do so during the coronavirus pandemic. Their feedback is invaluable in what Blumenstyk (2020) calls a "black swan" moment for higher education. The literature review summarizes articles that concentrate on students' voluntary enrollment in online courses. This study builds on the work by applying it to a unique set of students in an unprecedented period. An overview of the methods employed...