Abstract
Amidst the COVID-19 pandemic, many universities shifted to fully online learning. This study contributes to the existing online learning literature by examining the connection between course success, student engagement, and levels of computer and computer-mediated communication anxiety. The research delves into understanding the impact of anxiety on course engagement and the relationship between engagement and overall course success. Regression analyses were used to test hypotheses, revealing an interaction between computer anxiety and computer-mediated communication anxiety. The study underscores the importance of student engagement with course materials, particularly for assignments that require higher-order thinking. In contrast, objective quizzes and tests that do not require higher-order thinking were unaffected by engagement. The findings emphasize the collective responsibility of professors, advisors, and universities to improve student engagement. Recommendations include structuring courses to address anxiety, employing gamification techniques for technical classes, and fostering connections through discussion boards in online courses. Increasing engagement emerges as a pivotal strategy for academic success.
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Creative Commons License
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DOI
10.20429/jamt.2024.110105
Publication Date
6-21-2024
First Page
49
Last Page
68
Recommended Citation
Zimmer, C. (2024). Understanding course success in mandated online learning: The role of computer and computer- mediated communication anxiety. Journal of Applied Marketing Theory, 11(1), 49-68. ISSN: 2151-3236. DOI: 10.20429/jamt.2024.110105