Wang Rong, Han Jiying, Liu Chuanyong, Xu Hongji
Department of Physiology and Pathophysiology, School of Basic Medical Sciences, Shandong University, Jinan, China.
School of Foreign Languages and Literature, Shandong University, Jinan, China.
Front Psychol. 2021 Apr 16;12:627443. doi: 10.3389/fpsyg.2021.627443. eCollection 2021.
This study examined the relationships between the role of the instructor and university students' learning outcomes in cloud-based classrooms during the COVID-19 (coronavirus disease 2019) pandemic. The results of an online survey of 7,210 university students in mainland China revealed that the students' perceived learning outcomes and learning satisfaction were positively related to instructor innovation and negatively related to instructor performance. Instructional support was positively related to the students' perceived learning outcomes but not directly related to their learning satisfaction. The students' academic self-efficacy mediated the influence of instructional support and instructor innovation on their perceived learning outcomes and learning satisfaction. The results contribute to knowledge of the role instructors play in facilitating students' learning outcomes in higher education and suggest ways to improve the learning environment and learning outcomes, especially in cloud-based virtual classrooms.
本研究考察了在2019年冠状病毒病（COVID-19）大流行期间，教师角色与大学生在云课堂中的学习成果之间的关系。对中国大陆7210名大学生进行的在线调查结果显示，学生感知到的学习成果和学习满意度与教师创新呈正相关，与教师表现呈负相关。教学支持与学生感知到的学习成果呈正相关，但与他们的学习满意度没有直接关系。学生的学业自我效能感在教学支持和教师创新对他们感知到的学习成果和学习满意度的影响中起中介作用。这些结果有助于了解教师在促进高等教育学生学习成果方面所起的作用，并提出改善学习环境和学习成果的方法，特别是在基于云的虚拟课堂中。
