Su Chien-Yuan, Guo Yuqing
Department of Education, College of Education National University of Tainan Tainan Taiwan.
Department of Curriculum and Learning Sciences, College of Education Zhejiang University Hangzhou China.
J Comput Assist Learn. 2021 Dec;37(6):1578-1590. doi: 10.1111/jcal.12555. Epub 2021 Nov 3.
Due to the COVID-19 epidemic crisis, students from higher education institutions around the world are forced to participate in comprehensive online curriculums. In such a scenario, it is worth investigating how students perceived their learning outcomes and satisfaction based on this method of teaching and learning online. This study aims to explore the role of six factors, namely, system quality, course design, learner-learner interaction, learner-instructor interaction, learner-content interaction, and self-discipline, on university students' perceived learning outcomes and their effect on student satisfaction with online curricula during the COVID-19 epidemic. A structural equation modelling technique was used to assess survey questionnaires obtained from 457 validated students at a Public University in China. The results demonstrated that these determinants had a positive effect on satisfaction and learning outcomes, whereas learner-instructor interaction had no significant effect. Furthermore, the strongest determinant that affected not only students' satisfaction but also their learning outcomes was the learner-content interaction.
由于新冠疫情危机，世界各地高等教育机构的学生被迫参与全面的在线课程。在这种情况下，研究学生如何看待基于这种在线教学方法的学习成果和满意度是很有价值的。本研究旨在探讨系统质量、课程设计、学习者-学习者互动、学习者-教师互动、学习者-内容互动和自律这六个因素在中国一所公立大学457名经过验证的学生对大学学生感知学习成果的作用及其对学生对在线课程满意度的影响。采用结构方程建模技术对调查问卷进行评估。结果表明，这些决定因素对满意度和学习成果有积极影响，而学习者-教师互动没有显著影响。此外，不仅影响学生满意度而且影响其学习成果的最强决定因素是学习者-内容互动。
