Influencing factors of students' small private online course-based learning adaptability in a higher vocational college in China

Recently, universities and colleges have gradually shifted from face-to-face teaching to small private online course-based teaching, which integrates massive open online courses with physical classroom teaching. However, learners often experience adjustment problems within this relatively new enviro...

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Bibliographic Details
Published in:Interactive learning environments 2024-03, Vol.32 (3), p.972-993
Main Authors: Jiang, Liping, Kamel Shaker Al-Shaibani, Ghayth
Format: Article
Language:English
Subjects:
Adaptability
Blended Learning
Colleges & universities
Correlation analysis
Educational Environment
higher vocational college
influencing factors
Learning
learning adaptability
MOOCs
Online Courses
Regression analysis
Small private online course
Students
Teaching methods
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Summary:Recently, universities and colleges have gradually shifted from face-to-face teaching to small private online course-based teaching, which integrates massive open online courses with physical classroom teaching. However, learners often experience adjustment problems within this relatively new environment. This survey-based study evaluated the status of college students' learning adaptability and clarified the relationships between the factors influencing small private online course-based blended learning. With 3,050 participants from a Higher Vocational College in China, the researchers conducted an in-depth study using correlation analysis, regression analysis, and path analysis. The results revealed that students' learning adaptability was generally at the upper-middle level with females scoring higher than males, and there was no significant difference in learning adaptability based on the students' ages, grades, or Internet age. Regarding the impact of interest variables on learning adaptability, teaching support, learning platform, and curriculum setting had a significant positive effect; whereas learning attitude, autonomous learning, teaching methods, and learning environment did not have a significant positive effect. The teaching management had no significant impact either. Our findings have some implications for improving the efficacy of small private online course-based learning in educational institutions in China and elsewhere.
ISSN:1049-4820
1744-5191
DOI:10.1080/10494820.2022.2105901