دورية أكاديمية
Enhancing the Online Learning Experience of Chinese College Students: An Investigation of Facilitation Strategies and Their Mixed Association with Student Satisfaction
| العنوان: | Enhancing the Online Learning Experience of Chinese College Students: An Investigation of Facilitation Strategies and Their Mixed Association with Student Satisfaction |
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| اللغة: | English |
| المؤلفون: | Shixin Fang, Yi Lu, Guijun Zhang, Wenjuan Qin |
| المصدر: | Research in Learning Technology. 2024 32. |
| الإتاحة: | Association for Learning Technology. Gipsy Lane, Headington, Oxford OX3 0BO, UK. e-mail: enquiries@alt.ac.uk; Web site: https://journal.alt.ac.uk |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| تاريخ النشر: | 2024 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, College Students, Online Courses, Student Satisfaction, Program Effectiveness, Group Discussion, Confucianism, Cultural Influences, Teaching Methods, Educational Practices, Interaction, Student Attitudes, Teacher Role, Student Role, Educational Technology, Feedback (Response), Instructional Materials |
| مصطلحات جغرافية: | China |
| تدمد: | 2156-7069 2156-7077 |
| مستخلص: | Facilitation strategies play a critical role in helping instructors teach effectively in an online environment. However, there is a lack of research on how different facilitation strategies impact the online learning experience. To address this gap, our study surveyed 5980 college students from two universities in China and analysed the associations between facilitation strategies and student satisfaction using multivariate and logistic regression analyses. Our findings reveal that facilitation strategies aimed at managerial and technical purposes have different effects on student satisfaction with instructors compared to their satisfaction with their own achievement and engagement. Additionally, we found that student group discussion had a negative association with student satisfaction, potentially due to a preference for hierarchical learning in Confucian-heritage culture. In contrast, after-class learning materials were positively associated with student satisfaction. These findings offer important implications for pedagogical practices that aim to enhance the online learning experience for Chinese students on a large scale. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| رقم الأكسشن: | EJ1418417 |
| قاعدة البيانات: | ERIC |
PDF full text from Publisher | تدمد: | 2156-7069 2156-7077 |
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