COVID-19 has disrupted the education environment. But, little is known on how e-learning engagement impacts learning effectiveness and satisfaction with the interaction of computer self-efficacy in the study from home context. We examine how students’ expectations to adopt e-learning contribute to e-engagement that influences e-learning effectiveness and satisfaction and explore the moderating role of computer self-efficacy between e-learning engagement and effectiveness using structural equation modelling. Results from the 212 usable data reveal that e-learning expectations to adopt e-learning contribute positively to e-learning engagement, which is fundamental for effective learning that leads to learning satisfaction. Computer self-efficacy appears to have a significant positive effect on e-learning effectiveness, but no evidence on e-learning engagement. Computer self-efficacy moderates the relationship between e-learning engagement and perceived e-learning effectiveness in the study from home context during the pandemic. The findings have important managerial implications for administrators in the universities. Students are adjusting and facing a steep learning curve as they work through the mechanics of e-learning in the new normal COVID-19 environment. They learn to interact with peers and lecturers via electronic means, digest and absorb complicated content and concepts through unfamiliar e-learning platforms in home spaces. Limitations and future research are discussed.

Many universities have slowly moved to online teaching due to the COVID-19 pandemic. Without the physical presence of instructors, students can easily engage in cyberslacking behaviour during online classes. Hence, the purpose of this research is to examine the association of student engagement with students’ cyberslacking behaviour during online classes. Both student engagement and cyberslacking are multidimensional constructs. Partial least square structural equation modelling (PLS-SEM) is used to analyse data from 194 university students using a survey method. The results reveal that psychological motivation, cognitive problem-solving, and interactions with instructors do not have a significant association with cyberslacking behaviour. On the other hand, peer collaboration, community support, and learning management are found to have different associations with different dimensions of cyberslacking behaviour. Learning management is identified as the most robust predictor of cyberslacking behaviour. This research fills the research gaps by investigating the associations of various dimensions of student engagement with different dimensions of students’ cyberslacking behaviour in the context of e-learning environments.

The effective utilisation of organisational knowledge may promote organisational success as knowledge is one of an organisation’s most important assets. However, existing literature tends to focus on understanding knowledge sharing behaviour within organisational contexts, where knowledge hiding, a related but distinct phenomenon, has been relatively under-researched. The current study integrates social exchange theory and the theory of interpersonal behaviour to systematically examine knowledge hiding behaviour in knowledge-based companies in Malaysia. A survey with 207 participants was conducted to test the direct effects of nine predictors and the moderating role of market culture on the effects on knowledge hiding dimensions (evasive hiding, playing dumb, and rationalised hiding). Overall, the findings showed that the effects differed across the three dimensions of the phenomenon. Knowledge complexity was found to have significant positive influences on all dimensions, while perceived reciprocal benefits, cognition-based trust, and task-relatedness did not affect knowledge hiding. The other predictors (perceived loss of knowledge power, perceived losing face, perceived organisational incentives, affective-based trust, and self-efficacy) had different impacts on different dimensions of knowledge hiding. Market culture played an important moderating role in employees’ decisions about hiding knowledge. Theoretical and managerial implications and future research directions were formulated based on these findings.