details
Article (journal) accessible via
URN: urn:nbn:de:0111-pedocs-210318
DOI: 10.25656/01:21031; 10.5281/zenodo.4256511
URN: urn:nbn:de:0111-pedocs-210318
DOI: 10.25656/01:21031; 10.5281/zenodo.4256511
Title |
E-learners' satisfaction as predictors of online classroom community |
---|---|
Authors | Lin, Xi ; Dai, Yan ; Shi, Hui ; Li, Chunmei |
Source | Journal of Contemporary Education, Theory & Research 4 (2020) 2, S. 12-19 |
Document | full text (821 KB) |
License of the document | |
Keywords (German) | E-Learning; COVID-19; Online-Kommunikation; Pandemie; Fernunterricht; Zufriedenheit; Online; Online-Kurs; Hochschullehre; Virtuelle Hochschule; Universität; Student; Lernumgebung; China |
sub-discipline | Empirical Educational Research Higher Education |
Document type | Article (journal) |
ISSN | 2654-0274; 26540274 |
Language | English |
Year of creation | 2020 |
review status | Peer-Reviewed |
Abstract (English): | Purpose: This study investigates Chinese college students’ satisfaction with using e-learning systems and its influences on their sense of online classroom community in synchronous, asynchronous, or a blend of both synchronous and asynchronous online course format during the COVID-19 pandemic. Methods: A total number of 307 college students were recruited with 270 usable responses from a southeastern university in China. E-learner satisfaction measurement and Classroom Community Scale (both with a 5-point Likert-type scale) were used as the instruments to investigate the research questions. Descriptive statistical analysis and multiple regression analysis were conducted in SPSS. Results: Results of the analysis show that Chinese college students’ satisfaction of using the e-learning system regarding the learner interface, learning community, content, and personalization positively impacts their sense of online classroom community no matter in synchronous, asynchronous, or a blend of both synchronous and asynchronous online course format. Implications: A well-developed e-learning system would enhance students’ sense of online classroom community. Specifically, the user interface, interaction, content arrangement, and personalization should be focused on when developing the e-learning system. (DIPF/Orig.) |
other articles of this journal | Journal of Contemporary Education, Theory & Research Jahr: 2020 |
Statistics | Number of document requests |
Checksums | checksum comparison as proof of integrity |
Date of publication | 13.11.2020 |
Citation | Lin, Xi; Dai, Yan; Shi, Hui; Li, Chunmei: E-learners' satisfaction as predictors of online classroom community - In: Journal of Contemporary Education, Theory & Research 4 (2020) 2, S. 12-19 - URN: urn:nbn:de:0111-pedocs-210318 - DOI: 10.25656/01:21031; 10.5281/zenodo.4256511 |