Over the past few years,China’s higher education institutions have experienced remarkable growth in online teaching.However,it remains uncertain whether and how the sense of presence perceived by students affects the...Over the past few years,China’s higher education institutions have experienced remarkable growth in online teaching.However,it remains uncertain whether and how the sense of presence perceived by students affects their online learning outcomes when teachers use online teaching media for communication.This sense specifically pertains to the extent to which students perceive themselves as“real persons”and establish connections with others.Therefore,this study constructs a conceptual model elucidating the impact of presence on students’online learning outcomes and empirically examines the mechanism through which three types of presence influence students’online learning.The test results of the structural equation modeling(SEM)indicate that:(a)teaching presence,social presence,and cognitive presence all exhibit significantly positive outcomes on students’online learning outcomes;(b)these three types of presence can also indirectly and positively influence students’online learning outcomes through the mediating effect of flow experience and learning satisfaction;and(c)flow experience and learning satisfaction play a sequential mediating role in the process by which presence impacts students’online learning outcomes.We hope that the relevant research findings may contribute to unveiling the“black box”of the impact of presence on students’online learning outcomes and offer valuable insights for college educators to overcome online teaching constraints and enhance online teaching quality.展开更多
This mixed methods study investigates learning outcomes resulting from college attendance in the Chinese mainland.Data for this study is derived from undergraduate survey responses at 21 universities and interviews wi...This mixed methods study investigates learning outcomes resulting from college attendance in the Chinese mainland.Data for this study is derived from undergraduate survey responses at 21 universities and interviews with 64 seniors at five universities.Factor analysis reduced learning outcome items to two factors,and 19 categories of learning outcomes were distilled from interview data.These categories were then reduced to four domains:knowledge,skills,intrapersonal awareness,and interpersonal competence.Compared with literature generated in the West,intercultural competency as well as quantitative and computer literacy are missing in the Chinese higher education context.Student learning is an integrated whole and takes place in diverse settings in and outside the classroom.展开更多
基金the project“Research on the Evaluation Mechanism of College Ideological and Political Education:A Perspective on Teacher-Student Development,”funded by Zhejiang Provincial College Ideological and Political Education Research Project.
文摘Over the past few years,China’s higher education institutions have experienced remarkable growth in online teaching.However,it remains uncertain whether and how the sense of presence perceived by students affects their online learning outcomes when teachers use online teaching media for communication.This sense specifically pertains to the extent to which students perceive themselves as“real persons”and establish connections with others.Therefore,this study constructs a conceptual model elucidating the impact of presence on students’online learning outcomes and empirically examines the mechanism through which three types of presence influence students’online learning.The test results of the structural equation modeling(SEM)indicate that:(a)teaching presence,social presence,and cognitive presence all exhibit significantly positive outcomes on students’online learning outcomes;(b)these three types of presence can also indirectly and positively influence students’online learning outcomes through the mediating effect of flow experience and learning satisfaction;and(c)flow experience and learning satisfaction play a sequential mediating role in the process by which presence impacts students’online learning outcomes.We hope that the relevant research findings may contribute to unveiling the“black box”of the impact of presence on students’online learning outcomes and offer valuable insights for college educators to overcome online teaching constraints and enhance online teaching quality.
基金This study was supported in part by a Humanities and Social Sciences Grant(13YJC880002)from the Ministry of Education of China.
文摘This mixed methods study investigates learning outcomes resulting from college attendance in the Chinese mainland.Data for this study is derived from undergraduate survey responses at 21 universities and interviews with 64 seniors at five universities.Factor analysis reduced learning outcome items to two factors,and 19 categories of learning outcomes were distilled from interview data.These categories were then reduced to four domains:knowledge,skills,intrapersonal awareness,and interpersonal competence.Compared with literature generated in the West,intercultural competency as well as quantitative and computer literacy are missing in the Chinese higher education context.Student learning is an integrated whole and takes place in diverse settings in and outside the classroom.
