Shaukat Muhammad Zeeshan, Niazi Abdul Aziz Khan, Qazi Tehmina Fiaz, Basit Abdul
Faculty of Management Studies, University of Central Punjab, Lahore, Pakistan.
Institute of Business and Management, University of Engineering and Technology, Lahore, Pakistan.
Front Psychol. 2021 Apr 15;12:605138. doi: 10.3389/fpsyg.2021.605138. eCollection 2021.
The aim of the study is to reveal the underlying structure of issues of university students taking online classes during the COVID-19 pandemic period. The overall design of the study includes a review of contemporary literature and field survey for data collection and analysis. Discourse of literature coupled with expert opinion has been employed for identification of issues. Interpretive Structural Modeling (ISM) is used for the determination of intra-issue relationships and analyzing the underlying structure. Cross impact matrix multiplication applied to classification (MICMAC analysis) is used as a technique for classifying issues on the basis of driving-dependence power. Results of the literature show that there are 21 major issues faced by the students taking online classes. ISM shows that lack of institutional guidelines, lack of regulators' guidelines, stress of pandemic situation, and abrupt (not planned) start of online classes are the most critical issues. MICMAC analysis reveals that there is no autonomous issue, 4 (i.e., connectivity issue, shy to use technology, lack of institutional guidelines, and stress of pandemic situation) are independent, 6 other issues are dependent, and the remaining 11 are linking. This is a valuable study having practical implications for regulators, students, parents, and society to understand the current problem. It is an original attempt that contributes toward literature in the form of a structural model and a diagram of classification of issues.
本研究的目的是揭示在新冠疫情期间大学生参加在线课程问题的潜在结构。该研究的总体设计包括对当代文献的综述以及用于数据收集和分析的实地调查。通过文献论述并结合专家意见来确定问题。解释结构模型（ISM）用于确定问题内部的关系并分析潜在结构。应用于分类的交叉影响矩阵乘法（MICMAC分析）被用作一种基于驱动-依赖能力对问题进行分类的技术。文献结果表明，参加在线课程的学生面临21个主要问题。ISM显示，缺乏机构指导方针、缺乏监管机构指导方针、疫情形势带来的压力以及在线课程的突然（未计划）启动是最关键的问题。MICMAC分析表明，没有自主问题，4个问题（即连接问题、羞于使用技术、缺乏机构指导方针和疫情形势带来的压力）是独立的，其他6个问题是依赖的，其余11个是关联的。这是一项有价值的研究，对监管机构、学生、家长和社会理解当前问题具有实际意义。这是一次原创性尝试，以结构模型和问题分类图的形式为文献做出了贡献。
