Looking back to move forward
Comparison of instructors’ and undergraduates’ retrospection on the effectiveness of online learning using the nine-outcome influencing factors
Dados Bibliográficos
| ID | 22233577 |
|---|---|
| Autores | Yujie Su (0000-0003-1444-1598, Wenzhou University), Xiaoshu Xu (0000-0002-0667-4511, Wenzhou University, autor correspondente), YunFeng Zhang (0000-0001-5664-7290, Wenzhou University), Xinyu Xu (0000-0001-9451-8844), XU Xin-yu (0000-0002-2473-6157, Wenzhou University), Shanshan Hao (0000-0001-7193-4095, Wenzhou University) |
| Ano | 2024 |
| Volume | 11 |
| Fascículo | 1 |
| Data de publicação | 2024-05-09 |
| Open Access | Sim |
| Tipo | ARTICLE |
| Periódico | Humanities and Social Sciences Communications (JOURNAL) |
| Identificadores do periódico | ISSN: 2662-9992 • E-ISSN: 2662-9992 |
| Editora | Springer Science and Business Media LLC (PUBLISHER) |
| DOI | 10.1057/s41599-024-03097-z |
| OpenAlex | W4396769872 |
| Idioma | EN |
| Referências citadas | 55 |
This study delves into the retrospections of undergraduate students concerning their online learning experiences after the COVID-19 pandemic, using the nine key influencing factors: behavioral intention, instruction, engagement, interaction, motivation, self-efficacy, performance, satisfaction, and self-regulation. 46 Year 1 students from a comprehensive university in China were asked to maintain reflective diaries throughout an academic semester, providing first-person perspectives on the strengths and weaknesses of online learning. Meanwhile, 18 college teachers were interviewed with the same questions as the students. Using thematic analysis, the research identified 9 factors. The research revealed that instruction ranked highest among the 9 factors, followed by engagement, self-regulation, interaction, motivation, and others. Moreover, teachers and students had different attitudes toward instruction. Thirdly, teacher participants were different from student participants given self-efficacy and self-regulation due to their variant roles in online instruction. Lastly, the study reflected students were not independent learners, which explained why instruction ranked highest in their point of view. Findings offer valuable insights for educators, administrators, and policy-makers involved in higher education. Recommendations for future research include incorporating a more diverse sample, exploring relationships between the nine factors, and focusing on equipping students with skills for optimal online learning experiences
Mathematics education · Medical education · Multimedia · Online learning · Computer Science · Education and Critical Thinking Development · Mathematics · Medicine · Online and Blended Learning · Psychology · Technology-Enhanced Education Studies
Covid-19
U.S. Faculty and Administrators’ Experiences and Approaches in the Early Weeks of the Covid-19 Pandemic
Examining the relationship among student perception of support, course satisfaction, and learning outcomes in online learning
Barriers to the Successful Integration of ICT in Teaching and Learning Environments
Engagement Matters
Impacts of the Covid-19 Pandemic on Life of Higher Education Students
Comparing online and blended learner's self-regulated learning strategies and academic performance
Online learning
Improving online learning
The Covid-19 pandemic and E-learning
College students’ use and acceptance of emergency online learning due to Covid-19
How Does Distance Education Compare With Classroom Instruction? A Meta-Analysis of the Empirical Literature
Online and Remote Learning in Higher Education Institutes
The Measurement of Engagement and Burnout
Balancing Technology, Pedagogy and the New Normal
Challenges in the online component of blended learning
Covid ‐19 and online teaching in higher education
| Altamente citado | Não |
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