Students’ Perspectives of the Economic, Financial, and Psychological Effects of Online Learning and Its Gender Association: A Cross-Sectional Study in Jordanian Universities

Introduction: Jordan declared a quarantine in March 2020 and shut down all educational institutions in response to the COVID-19 outbreak. E-learning was a novel way to continue the educational process in the wake of the pandemic. The study evaluates online learning (OL), aiming to examine the economic, financial, and psychological effects of OL on students, as well as their concentration, university instructors' efficiency, and satisfaction with OL. This research also explores the gender association of OL effects in Jordanian universities. Methods: This is a cross-sectional study. A self-filled questionnaire was generated using an online form and distributed to students at public and private universities through social media. The questionnaire utilized a five-point Likert scale to assess various aspects related to OL. The main evaluation involved a Chi-square test and posthoc test to examine gender-based differences in the factors associated with OL. The reliability of the questionnaire was assessed using a Kaiser-Meyer-Olkin (KMO) value of 0.721 and a Cronbach's Alpha of 0.7. Results: A total of 720 responses were collected and analyzed. The results revealed a significant gender association with the economic/financial (P=0.001) and psychological (P=0.002) effects of OL. It was observed that 65.3% of students reported feeling depressed due to online learning. Moreover, a significant correlation was found between students' concentration and university instructors' efficiency (P=0.00). Interestingly, only 14.72% of students believed university instructors were 100% efficient in teaching theoretical and practical subjects. Additionally, 55% of the students expressed their desire for university instructors to record lectures for ease of access. Conclusion: The study concludes that OL's poor economic/financial effects disproportionately affect female students. On the other hand, male students were more likely to strongly disagree with the poor psychological effects of OL. Moreover, female students were more inclined to strongly disagree with the notion that OL has no psychological effect. Lastly, significant findings indicate that both students and university instructors share equal responsibility for the success of OL in Jordanian universities.