The Impact of Online Interactive Teaching on University Students’ Deep Learning—The Perspective of Self-Determination
Bibliographic Data
| ID | 22045481 |
|---|---|
| Authors | Qingyi Zhou (0009-0000-2335-7721, Macao Polytechnic University), Hongfeng Zhang (0000-0002-3485-3189, Macao Polytechnic University, corresponding author), Fanbo Li (0000-0003-2075-5008, Tsinghua University) |
| Year | 2024 |
| Volume | 14 |
| Issue | 6 |
| Pages | 664 |
| Publication date | 2024-06-19 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci14060664 |
| OpenAlex | W4399862093 |
| Language | EN |
| Citations received | 8 |
| References cited | 72 |
In the process of educational practice in the digital age, the higher education system has shifted to the online model, and the training of college students’ deep learning has become the core issue. While online teaching offers great possibilities for education, its inherent lack of interaction has always been a major limiting factor in its effectiveness. To address this challenge, interactive pedagogy is an interaction-based teaching model in which students learn knowledge more effectively through communication and interaction with teachers and classmates, which helps to improve students’ learning abilities. This study, rooted in the theoretical framework of self-determination theory and utilizing structural equation modeling for empirical analysis, seeks to investigate the influence of online interactive teaching on deep learning among university students. The research reveals that interactive teaching significantly and directly contributes to deep learning, while the fulfillment of university students’ three fundamental psychological needs indirectly fosters deep learning by fostering intrinsic motivation. This study uncovers novel dimensions of factors influencing deep learning and underscores the vital role of interactive teaching in fostering deep learning among university students. Moreover, this not only deepens the application of self-determination theory in education but also provides valuable theoretical support for online education practices
Deep learning · Educational technology · Empirical research · Higher education · Interactive Learning · Limiting · Mathematics education · Multimedia · Pedagogy · Computer Science · Engineering · Motivation and Self-Concept in Sports · Online and Blended Learning · Online Learning and Analytics · Psychology · Artificial Intelligence
The Impact of Interactive Teaching Methods on Students’ Learning Outcomes in Blended Learning Environment at Higher Education Institutions
Facilitators’ perspectives on a pre-matriculation program in basic biomedical sciences for medical students
Evaluation of a solidary academic-pedagogical project in virtual graduate programs
Are Teachers Ready to Adopt Deep Learning Pedagogy? The Role of Technology and 21st-Century Competencies Amid Educational Policy Reform
Flipped Classroom Teaching and ARCS Motivation Model
Unraveling the factors influencing deep learning in online education
Impact of avatar-based metaverse learning on students’ self-expansion
Conceptual Model to Examine Students' Use of H5P Technology in Online Learning Environments
Engaging students in learning activities
Achievement goals in the classroom
Interaction, Internet self-efficacy, and self-regulated learning as predictors of student satisfaction in online education courses
Loneliness and International Students
Psychometric Properties of the Intrinsic Motivation Inventory in a Competitive Sport Setting
Using clickers in class. The role of interactivity, active collaborative learning and engagement in learning performance
Development of School Engagement in Association With Academic Success and Well-Being in Varying Social Contexts
Applying the Technology Acceptance Model and Flow Theory to Online Consumer Behavior
Student barriers to online learning
Interest, Learning, and Motivation
Improving online learning
The Role of Autonomy Support and Autonomy Orientation in Prosocial Behavior Engagement
Online Learning
Autonomy and Competence in German and American University Students
A Beginner's Guide to Partial Least Squares Analysis
Exploring the impacts of interactions, social presence and emotional engagement on active collaborative learning in a social web-based environment
Motivation in online learning
PLS-Sem
Intrinsic and extrinsic motivation from a self-determination theory perspective
When to use and how to report the results of PLS-SEM
Evaluating Structural Equation Models with Unobservable Variables and Measurement Error
Basic psychological need satisfaction, need frustration, and need strength across four cultures
Motivational and self-regulated learning components of classroom academic performance.
Learner Autonomy
A Framework of Implementing Strategies for Active Student Engagement in Remote/Online Teaching and Learning during the Covid-19 Pandemic
Implementation of the flipped classroom approach for promoting college students’ deeper learning
Calibrating calibration
Self-determination theory
Online interaction impacts on learning
Psychological Needs and the Facilitation of Integrative Processes
Facilitating Internalization
Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being
Associating creativity, context, and experiential learning
The Dilemma of Teacher Education in Tesol
Intrinsic and Extrinsic Motivations
It's not just the amount that counts
Effects of externally mediated rewards on intrinsic motivation
On Qualitative Differences in Learning
Online communication and interaction in distance higher education
| Citations per year | 8 |
|---|---|
| Citation span | 2025 - 2026 (2) |
| Highly cited | No |