Switching to Virtual Learning and Reverting Back to Face-to-Face Learning: A Longitudinal Study of SQB on Learning Effectiveness

The COVID-19 pandemic catalysed a global shift towards digitalization, leading to unprecedented changes in education. Learners swiftly transitioned from traditional face-to-face to virtual learning due to pandemic-related restrictions. This transition, while highlighting the positive contributions of technology to learning effectiveness, also revealed challenges such as a lack of infrastructure, reduced interactivity, and loss of community in virtual environments. As the pandemic subsided and learners returned to face-to-face learning, they faced the task of abandoning their acquired technology-based competencies, leading to new waves of resistance and disruptions in their accustomed learning effectiveness. By conducting a mixed-method approach and applying the perspectives of SQB theory, this research investigates the influence of SQB on learning effectiveness. The findings of the study observe how the SQB and learning effectiveness constructs are evident in both transition periods. Through the confirmatory survey data, the study provides unique perspectives on learning effectiveness among learners.