ABSTRACT
Online homework has become an important teaching and learning activity due to the impact of COVID-19 pandemic-related restrictions. This study explored the relationship between primary students' online homework completion and learning achievement. It also investigated the moderating effects of key factors including the role of the students and the involvement of their parents on this relationship. Based on a total of 3,210 Chinese online homework assigned in the Spring of 2020 to fourth grade primary school students in Wuhan, China, hierarchical linear modeling was employed to examine the relationship between primary students' online homework completion and their learning achievement. Simultaneously, the effects of potential moderators including students' information literacy, students' prior academic achievement, parental digital self-efficacy, and parent - teacher partnership were investigated. The results showed a significant positive effect of students' online homework completion on learning achievement. Moreover, students' information literacy, students' prior achievement, and parent - teacher partnership positively moderated this relationship. Based on the findings, practical implications for school administrators, teachers, and parents are discussed herein to promote online homework completion and enhance students' learning achievement. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
ABSTRACT
The adoption of online learning for adolescent students accelerated with the outbreak of the COVID-19 pandemic. However, few studies have investigated the mechanisms influencing adolescent students' online learning engagement systematically and comprehensively. This study applied the Presage-Process-Product (3P) model of learning to investigate the direct effects of presage factors (i.e., information literacy and self-directed learning skills) and process factors (i.e., academic emotions) on high school students' online learning engagement; and the mediating role of process factors. Data from 1993 high school students in China (49.3% males and 50.7% females) were analyzed using structural equation modeling. The result showed that students' information literacy, self-directed learning skills, and positive academic emotions positively predicted their online learning engagement. Moreover, the positive impact of self-directed learning skills on students' online learning engagement was significantly and largely enhanced through the mediation effects of positive academic emotions (ß = 0.606, 95% CI = [0.544, 0.674]). Based on these results, to enhance adolescent students' online learning engagement, it is important for school administrators, teachers, and parents to improve students' information literacy, self-directed learning skills, and positive academic emotions.
ABSTRACT
The adoption of online learning for adolescent students accelerated with the outbreak of the COVID-19 pandemic. However, few studies have investigated the mechanisms influencing adolescent students' online learning engagement systematically and comprehensively. This study applied the Presage-Process-Product (3P) model of learning to investigate the direct effects of presage factors (i.e., information literacy and self-directed learning skills) and process factors (i.e., academic emotions) on high school students' online learning engagement;and the mediating role of process factors. Data from 1993 high school students in China (49.3% males and 50.7% females) were analyzed using structural equation modeling. The result showed that students' information literacy, self-directed learning skills, and positive academic emotions positively predicted their online learning engagement. Moreover, the positive impact of self-directed learning skills on students' online learning engagement was significantly and largely enhanced through the mediation effects of positive academic emotions (AN - PMC10061396
ABSTRACT
To help optimize online learning platforms for in-service teachers’ professional development, this study aims to develop an instrument to assess the quality of this type of platforms on teacher satisfaction. After reliability and validity tests and expert empowerment, the 27-item instrument was formed. Based on the information systems (IS) success model, this instrument was designed to measure teacher perceptions of the quality of online learning platforms from three dimensions, namely, content quality, technical quality, and service quality. Moreover, the developed instrument was used to analyze the effects of the National Teacher Training Platform amid the COVID-19 outbreak in China. The findings revealed that the improvement of the platform’s style, tool function, operating efficiency, and teaching methods could enhance teachers’ experience of online training.
ABSTRACT
With the outbreak of the COVID-19 pandemic, blended learning became exceptionally widespread, especially in higher education. As a result, many college students became beginners in this learning method. To identify key factors that impact beginners' continuance intention in blended learning, this study surveyed 1845 first-year college students at a university in central China in the falls of 2020 and 2021 who used blended learning for the first time. Structural equation modeling was employed to verify a model that integrates intrinsic motivation and academic self-efficacy in the Expectation-Confirmation Model of Information System Continuance. The results show that performance expectancy, intrinsic motivation, and satisfaction significantly impact beginners' continuance intention in blended learning. Moreover, performance expectancy, intrinsic motivation, and confirmation significantly impact beginners' continuance intention through mediating variable satisfaction. Academic self-efficacy does not directly impact college students' continuance intention but indirectly impacts their continuance intention through intrinsic motivation. Finally, this study provides suggestions for educators to improve beginners' blended learning experience thus promoting their continuance intention in blended learning.