Abstract
Online learning is one of the educational solutions for students during the COVID-19 pandemic. Worldwide, most universities have shifted much of their learning frameworks to an online learning model to limit physical interaction between people and slow the spread of COVID-19. The effectiveness of online learning depends on many factors, including student and instructor self-efficacy, attitudes, and confidence in using the technology involved; the educational strategies employed; the ability to monitor and evaluate educational outcomes; and student motivation, among many others. In this study, we analyzed how these factors were associated and impacted each other. We developed a comprehensive model after an extensive review of the relevant literature. The model was validated by applying partial least square regression to the data obtained by surveying 469 students who were enrolled in online education. The test results indicated that all the variables had a positive effect on the effectiveness of online learning. The effectiveness of online learning had a significant impact on the benefits of online learning. This showed that the more effective online learning was, the more benefits and positive outcomes the student experienced. The result of this research showed that learning objectives could enable universities to increase the effectiveness of students' online learning by motivating students to join online classes and developing appropriate learning strategies for their individual needs.