Satisfaction with Online Chinese Learning among International Students in China: A Study Based on the fsQCA Method

Sustainability, Journal Year: 2024, Volume and Issue: 16(3), P. 1086 - 1086

Published: Jan. 26, 2024

The outbreak of the COVID-19 pandemic compelled Chinese international education to swiftly move online. Conducted in late 2021, this survey study collected self-reported data on online learning environments, student engagement, as a foreign language (CFL) achievement, and satisfaction among 440 students higher institutions. Based configuration perspective, fuzzy set qualitative comparative analysis (fsQCA) was used explore multiple concurrent paths environment (the accessibility resources, interaction, teacher support, course organization), achievement affecting students’ CFL satisfaction. results indicate that satisfactory support combined with engagement an important path leading learning. Meanwhile, inadequate resources absence likely trigger dissatisfaction

Language: Английский

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The Continuous Use Intention for the Online Learning of Chinese Vocational Students in the Post-Epidemic Era: The Extended Technology Acceptance Model and Expectation Confirmation Theory

Sustainability, Journal Year: 2023, Volume and Issue: 15(3), P. 1819 - 1819

Published: Jan. 18, 2023

In an attempt to prevent and control the outbreak of COVID-19, education systems worldwide have comprehensively implemented online courses fulfill educational goal suspension classes without suspending school. Numerous been developed under these circumstances. From perspective sustainable development goals, should be continued. However, as epidemic gradually eases, it is questionable whether or not students will still willingly participate in courses. The method teaching a critical issue for schools decide. Compared with other related research, research on vocational system limited. To expand understanding this topic, study adopted snowball sampling invited from Chinese colleges fill questionnaire help understand perceptions that affect students’ expectations, attitudes, perceived effects, satisfaction persistence learning. A total 819 valid questionnaires were retrieved, effective response rate 81.9%. Meanwhile, framework Expectation Confirmation Theory (ECT) Technology Acceptance Model (TAM), extended theoretical model proposed model. results showed following: 1. Expectancy belief learning attitudes had positive impact ease use usefulness; 2. Perceived negative practical class but 3. usefulness course satisfaction; 4. Both types continuous intentions

Language: Английский

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Programming education and learner motivation in the age of generative AI: student and educator perspectives

Information and Learning Sciences, Journal Year: 2024, Volume and Issue: unknown

Published: July 8, 2024

Purpose Programming education is being rapidly transformed by generative AI tools and educators must determine how best to support students in this context. This study aims explore the experiences of programming inform future provision. Design/methodology/approach Twelve six members faculty a small technology-focused university were interviewed. Thematic analysis interview data was combined with collected from survey 44 at same university. Self-determination theory applied as an analytical framework. Findings Three themes identified – bespoke learning, affect that significantly impact motivation learning outcomes education. It also found are already making extensive use large language models (LLMs). LLMs can improve learner autonomy sense competence improving options for learning; fostering emotions conducive engendering maintaining motivation; inhibiting negative affective states discourage learning. However, current cannot adequately provide or replace social support, which still key factor motivation. Research limitations/implications Integrating into curricula outcomes. free certain tasks, leaving them more time capacity focus their attention on developing opportunities further enhance Originality/value To authors’ knowledge, first attempt relationship between LLM

Language: Английский

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Effects of Online Learning Support Services on University Students’ Learning Satisfaction under the Impact of COVID-19

Sustainability, Journal Year: 2022, Volume and Issue: 14(17), P. 10699 - 10699

Published: Aug. 28, 2022

As a result of the COVID-19 pandemic, many university students have transitioned from face-to-face education in classroom to online learning. Online learning support services (OLSS) helped adapt this new form However, quality OLSS may influence experiences and satisfaction with High-quality could improve effectiveness rates, thus better meeting students’ requirements. Therefore, it is great value for us explore effects on satisfaction. This study proposed three hypotheses evaluate dimensions (cognitive support, emotional management support) students. Data were collected through survey then analyzed using confirmatory factor analysis (CFA) structural equation modeling (SEM). We found that cognitive, emotional, each had positive correlations Overall, our results suggest should focus aspects learning, thereby personalized needs, improving service quality, promoting

Language: Английский

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A social network analysis of college students’ online learning during the epidemic era: A triadic reciprocal determinism perspective

Heliyon, Journal Year: 2024, Volume and Issue: 10(6), P. e28107 - e28107

Published: March 1, 2024

The way in which college students learn online has dramatically altered due to the COVID-19 pandemic. Using triadic reciprocal determinism (TRD) theory, this study aimed identify key factors influencing students' learning experience through sentiment analysis, text mining, and social network analysis (SNA). Macro- micro-level parsing was conducted on SNA model, divided into core, mantle, shell layers determine most influential core layer. This found that learners' personal factors, behaviors, related elements environment significantly influenced outcomes of enrolled courses. Additionally, explored distribution model mantle peripheral layers, also impact students. Overall, provides a comprehensive overview various affecting experience, highlights importance considering these when designing environments for

Language: Английский

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Students’ experience of interpersonal interactions quality in e-Learning: A qualitative research

PLoS ONE, Journal Year: 2024, Volume and Issue: 19(3), P. e0298079 - e0298079

Published: March 26, 2024

Background Online Interaction is a critical characteristic of distance learning, and effective online communication models empower students. Purpose This research aimed to explain students’ experiences on the quality interpersonal interactions in e-learning. Method study was conducted from November 2021 October 2022. The qualitative descriptive design via conventional content analysis utilized. Purposeful maximum variation methods recruited sixteen participants three medical science universities Iran. data were collected through semi-structured, in-depth, face-to-face, or interviews. Interviews recorded digital recorder, achieved simultaneously with collection using Graneheim Lundman (2004). Lincoln Guba criteria, including credibility, dependability, transferability, confirmability, used improve trustworthiness findings. Results results indicated importance different dimensions related teaching-learning. It seems crucial develop comfortable safe environment interactions. Educators should be provided pedagogical skills support In addition, focusing some learners’ soft also vital. addition significance teacher’s inclusive role, educational must have standards. Constructive feedback proper use simultaneous non-simultaneous tools social networks are other important issues strengthening relationships. Ultimately, comprehensive ongoing learners improves Conclusions teaching-learning as facilitating factors Implications this give teachers insight keep essential mind when developing their courses students aware roles learning process. Also, characteristics non-synchronous platforms, messaging networks, learner crucial.

Language: Английский

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The relationships of motivation and self-regulation to students’ cognitive presence and empowerment in online learning environment

Education and Information Technologies, Journal Year: 2024, Volume and Issue: unknown

Published: May 25, 2024

Language: Английский

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Nuotolinio mokymosi virtualioje erdvėje iššūkiai COVID-19 pandemijos metu: studentų patirtys M. Buberio Aš-Tu ir Aš-Tai sąveikos perspektyvoje

Pedagogika, Journal Year: 2025, Volume and Issue: 156(4), P. 188 - 214

Published: Jan. 15, 2025

Remiantis koleginio ir universitetinio lygmens studentų (N-61) patirtimis, nuotolinio kontaktinio mokymosi iššūkiai (techniniai, informaciniai, edukaciniai, psicho- emociniai, sveikatos, etiniai, socialiniai-teisiniai) straipsnyje gvildenti M. Buberio sąveikų Aš-Tu Aš-Tai perspektyvoje. Atskleista, kad nuotoliniame mokymesi orientuotasi į sąveiką, žinių perteikimą, techninę paskaitų kokybę. Nenaudotos vaizdo kameros ribojo dialogo tačiau sudarė prielaidas sąveikai sąlygų kontekste.

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Chain Mediation Effect of Learning Satisfaction on Achievement Perception in Adult Online Education

Adult Education Quarterly, Journal Year: 2025, Volume and Issue: unknown

Published: Feb. 17, 2025

Previous studies have not adequately explored the complex relationship between learning satisfaction and perceived achievement in adult online education. This study explores chain mediating effect of instructional service quality engagement on perception among learners Data from 8,119 questionnaires were analyzed using structural equation modeling. Results indicate positive correlations satisfaction, quality, learning. Both mediate achievement. Enhancing improves both for learners. Increased corresponds to higher achievements. These findings provide theoretical insights engagement, education, offering strong support development opportunities education practices.

Language: Английский

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TeachVR: An Immersive Virtual Reality Framework for Computational Thinking based on Student Preferences

ACM Transactions on Computing Education, Journal Year: 2025, Volume and Issue: unknown

Published: Feb. 18, 2025

This study presents the development of a student-centric framework for utilizing virtual reality (VR) technologies in education, specifically focusing on enhancing computational thinking skills. While numerous frameworks exist this domain, they often lack consideration student preferences, which are integral fostering learner autonomy. Our proposed framework, with components developed from constructivist learning theory, emphasises creating knowledge through interaction environment, autonomy, mastery, and purpose as drivers intrinsic outcomes. Through survey administered to hundred fifty-seven participants, we sought identify student-preferred strategies skills via VR interventions. Results highlighted key challenges students face when working tasks related algorithmic abstraction thinking. To ease aforementioned challenges, our findings suggest preference among situated-based approaches within environments. Additionally, participants recognized importance motivational outcomes improving autonomy mastery VR-based tasks. Students also preferred that enhanced self-efficacy, contributing greater sense their endeavours. Overall, investigation sets foundation more student-centric, constructivist, intrinsically-based education.

Language: Английский

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