ABSTRACT
This study aimed to identify the learning typology during the COVID-19 lockdown in Europe and Asia and the effects of this learning classification on the academic performance of university students. We interviewed 584 students from different Asian and European universities through online survey method. The exploratory factor analysis identified three types of learners during the lockdown i.e., conventional, virtual, and virtually experiential learners. The structural equation modelling revealed that the virtual and virtually experiential learners performed better in universities than conventional learners during the lockdown. The study also explored the higher academic performance of female virtual learners than male virtual learners. However, male virtually experiential learners have two times higher academic performance than female virtually experiential learners. The study suggests exploring the effects of this learning typology in blended and traditional educational. systems.
