Research on Contributing Factors of University Students’ Online Learning Experience

Chen Wuyuan; Jia Wenjun

doi:10.16382/j.cnki.1000-5560.2020.07.003

Volume 38 Issue 7

Jul. 2020

Turn off MathJax

Article Contents

Article Navigation > Journal of East China Normal University (Educational Sciences) > 2020 > 38(7): 42-53

Chen Wuyuan, Jia Wenjun. Research on Contributing Factors of University Students’ Online Learning Experience[J]. Journal of East China Normal University (Educational Sciences), 2020, 38(7): 42-53. doi: 10.16382/j.cnki.1000-5560.2020.07.003

Citation:

Chen Wuyuan, Jia Wenjun. Research on Contributing Factors of University Students’ Online Learning Experience[J]. Journal of East China Normal University (Educational Sciences), 2020, 38(7): 42-53. doi: 10.16382/j.cnki.1000-5560.2020.07.003

Citation:

PDF( 3846 KB)

Research on Contributing Factors of University Students’ Online Learning Experience

doi: 10.16382/j.cnki.1000-5560.2020.07.003

Chen Wuyuan¹,
Jia Wenjun²

1.
Center of Higher Education Development, Xiamen University, Xiamen 361005, China
2.
Center for Teaching and Learning Develpoment, Xiamen University, Xiamen 361005, China

Available Online: 2020-07-14
Publish Date: 2020-07-14

Abstract

Abstract

College students are the major subject of online learning, and to some extent, their online learning experience reflects teaching results and satisfactions. This study is based on the online teaching survey (student paper) compiled by the online teaching task group of the Teacher Development Center of Xiamen University. With a sample of 209099 valid student questionnaires from 334 universities in China the study presents a one-way analysis of variance, cluster analysis and multivariate linear regression analysis supplemented by collecting and collating qualitative data, interviewing ten students with different backgrounds. It finds that both students’ genders, disciplines, grades, regions, types of university and instructors' flexibility in using various platforms and students' proficiency in teaching tools during online teaching have become the significant factors affecting college students' online learning experience. Also, classroom live broadcast effects and mutual discussion among classmates can help improve the online learning experience. Universities, instructors and students are the major subjects of online learning, and they bear important responsibility in improving online learning experience. Therefore, universities should upgrade course platforms and offer more technical support, instructors should improve their IT skills, and students should change traditional learning methods and develop good learning habits.
- college students,
- online learning,
- learning experience,
- contributing factor

FullText(HTML)

References(21)

References

[1]	陈梅芬. (2017). 大规模在线课程用户体验与学习动机的关系研究. 武汉: 华中师范大学, 139.
[2]	陈武元, 曹荭蕾. (2020). “双一流”高校在线教学的实施现状与思考. 教育科学,36(2),24−30.
[3]	陈向明. (2000). 质的研究方法与社会科学研究. 北京: 教育科学出版社, 165.
[4]	贺媛婧, 袁亚兴. (2015). 基于用户学习体验的MOOC学习模式对比研究——以Coursera和Edx为例. 中国信息技术教育,(9),122−124. doi: 10.3969/j.issn.1674-2117.2015.09.056
[5]	胡靓菲. (2018). MOOCs平台课程学习体验与满意度研究. 北京: 北京邮电大学, 31.
[6]	胡新华, 周月. (2014). MOOC冲击下高校教师的因应策略: 学习体验视角. 现代教育技术,(12),19−25. doi: 10.3969/j.issn.1009-8097.2014.12.003
[7]	刘斌, 张文兰, 江毓君. (2016). 在线课程学习体验: 内涵、发展及影响因素. 中国电化教育,(10),90−96. doi: 10.3969/j.issn.1006-9860.2016.10.016
[8]	李艳, 张慕华. (2015). 高校学生慕课和翻转课堂体验实证研究——基于231条在线学习日志分析. 现代远程教育研究,(5),73−84+93. doi: 10.3969/j.issn.1009-5195.2015.05.009
[9]	刘振天. (2020). 一次成功的冲浪: 应急性在线教学启思. 中国高教研究,(4),7−11.
[10]	美国EDUCAUSE分析研究中心. (2014). 关注在线教育的学习体验. 中国教育网络,(6),33−36. doi: 10.3969/j.issn.1672-9781.2014.06.015
[11]	宿晓华. (2019). 基于用户体验的网络课程设计研究. 智库时代,(2),278+280.
[12]	邬大光. (2020). 教育技术演进的回顾与思考——基于新冠肺炎疫情背景下高校在线教学的视角. 中国高教研究,(4),1−6.
[13]	翁朱华. (2012). 在线辅导: 在线教学的关键——访在线教学领域知名学者吉利·西蒙博士. 开放教育研究,18(6),4−8. doi: 10.3969/j.issn.1007-2179.2012.06.001
[14]	吴筱萌, 雍文静, 代良, 等. (2014). 基于Coursera课程模式的在线课程学生体验研究. 中国电化教育,(6),11−17. doi: 10.3969/j.issn.1006-9860.2014.06.003
[15]	厦门大学教师发展中心. (2020−04−07). 疫情期间高校教师线上教学调查报告. 取自: https://mp.weixin.qq.com/s/oxqPcHxL01MaUBN9CTHNug.
[16]	喻恺, 吴雪. (2009). 学生体验: 英国高等教育质量保障体系的新内容. 中国高教研究,(5),47−49.
[17]	张敏, 尹帅君, 聂瑞, 唐存周. (2016). 基于体验感知的中外慕课学习平台持续使用态度对比分析——以Coursera和中国大学MOOC为例. 电化教育研究,37(5),44−49.
[18]	赵婷婷, 田贵平. (2020). 网络教学到底能给我们带来什么——基于教学模式变革的历史考察. 教育科学,36(2),9−16.
[19]	Alraimi K M, Zo H, Ciganek A P. (2015). Understanding the MOOCs Continuance: The Role of Openness and Reputation. Computers & Education, (80), 28−38.
[20]	Paechter M, Maier B, Macher D. (2010). Students’expectations and ex-periences in e-learning: Their relation to learning achievements and course satisfaction. Computer&Education, 54(1), 222−229.
[21]	Songlak Sakulwichitsintu, Douglas Colbeck, et al. (2015). Online PeerLearning: What Influences the Students’Learning Experience. Ad-vanced Learning Technologies, , 205−207.