Table A1 Measurement items Constructs... | Emerald Publishing

Table A1

Measurement items

Constructs	Items	Sources
Infrastructure hindrances	IH1. I have an uninterrupted internet connection IH2. I have sufficient data to access the class/materials IH3. I have devices to attend the class IH4. I have a device compatible with the applications used for online classes	Muthuprasad et al. (2021) and Djidu et al. (2021)
Instructor’s incompetency	II1. The instructor understands the online environment and makes it easy to learn continuously II2. Online classes help me comprehend the course materials more than classroom learning II3. I prefer my online courses as they are very structured with set due dates like face-to-face courses II4. Instructors are reluctant to arrange follow-up sessions for the students	Muthuprasad et al. (2021) and Eom et al. (2006)
Distractions	DIS1. The online environment makes it easier for me to communicate with my instructor than a classroom environment DIS2. I am more comfortable responding to questions by email than orally DIS3. Sometimes I struggle to stay focused in class for no reason	Adhani and Remijn (2023) and Muthuprasad et al. (2021)
Limited student engagement	LSE1. I never participated in online discussion groups LSE2.I do not collaborate with other students during class activities LSE3.I do not feel like accessing the subject information LSE4. I do not prepare for the class in advance LSE5. I do not review notes after the class	Chipchase et al. (2017)
Academic performance	AP1. My quality of study increasing AP2. I am developing the skills needed for your future career AP3. I am making progress in my career AP4. I am seeking out career development opportunities	Whelan et al. (2020)

Constructs	Items	Sources
Infrastructure hindrances	IH1. I have an uninterrupted internet connectionIH2. I have sufficient data to access the class/materialsIH3. I have devices to attend the classIH4. I have a device compatible with the applications used for online classes	Muthuprasad et al. (2021) and Djidu et al. (2021)
Instructor’s incompetency	II1. The instructor understands the online environment and makes it easy to learn continuouslyII2. Online classes help me comprehend the course materials more than classroom learningII3. I prefer my online courses as they are very structured with set due dates like face-to-face coursesII4. Instructors are reluctant to arrange follow-up sessions for the students	Muthuprasad et al. (2021) and Eom et al. (2006)
Distractions	DIS1. The online environment makes it easier for me to communicate with my instructor than a classroom environmentDIS2. I am more comfortable responding to questions by email than orallyDIS3. Sometimes I struggle to stay focused in class for no reason	Adhani and Remijn (2023) and Muthuprasad et al. (2021)
Limited student engagement	LSE1. I never participated in online discussion groupsLSE2.I do not collaborate with other students during class activitiesLSE3.I do not feel like accessing the subject informationLSE4. I do not prepare for the class in advanceLSE5. I do not review notes after the class	Chipchase et al. (2017)
Academic performance	AP1. My quality of study increasingAP2. I am developing the skills needed for your future careerAP3. I am making progress in my careerAP4. I am seeking out career development opportunities	Whelan et al. (2020)

Note(s): The item “making progress in career” reflects students’ perceived academic benefit and long-term applicability of online learning in their professional development

Source(s): Authors’ own work