Investigation and reflection on students learning satisfaction in local application-oriented universities

In the process of the transformation and development of the local applied undergraduate colleges, how to achieve the goal of cultivating high-quality applied talents is one of the most difficult problems in the sustainable development. The local application of H City University as an example, by using a self-designed questionnaire to investigate the students＇ learning satisfaction, according to the process of the development of the local undergraduate colleges and universities application problems, provide objective basis and reference for the reform and development.

Surviving the shift: College student satisfaction with emergency online learning during COVID-19 pandemic

BACKGROUND The coronavirus disease 2019(COVID-19)epidemic disrupted education systems by forcing systems to shift to emergency online leaning.Online learning satisfaction affects academic achievement.Many factors affect online learning satisfaction.However there is little study focused on personal characteristics,mental status,and coping style when college students participated in emergency online courses.regression analyses were performed to identify factors that affected online learning satisfaction.RESULTS Descriptive findings indicated that 62.9%(994/1580)of students were satisfied with online learning.Factors that had significant positive effects on online learning satisfaction were online learning at scheduled times,strong exercise intensity,good health,regular schedule,focusing on the epidemic less than one hour a day,and maintaining emotional stability.Positive coping styles were protective factors of online learning satisfaction.Risk factors for poor satisfaction were depression,neurasthenia,and negative coping style.CONCLUSION College students with different personal characteristics,mental status,and coping style exhibited different degrees of online learning satisfaction.Our findings provide reference for educators,psychologists,and school adminis-trators to conduct health education intervention of college students during emergency online learning.

How Presence Affects College Students’Online Learning Outcomes:Unveiling Its Underlying Mechanism

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.

An Empirical Study of BPAD Model in College English: Chinese Practice

Blended PAD model is proposed and practiced in this current research.On the basis of PAD model,this research integrated blended learning into the process.An experimental design was carried out among 88 students(the control group=45 students,the experimental group=43 students).The learning satisfaction and perceived learning questionnaire showed a significant difference between the control group and the experimental group,indicating a better learning effect of BPAD model than that of the traditional one.Moreover,the independent sample t-test showed that students from the BPAD class got higher significant final exam scores than those from the traditional one.Pedagogical implications and limitations are also discussed.

Instance-Specific Algorithm Selection via Multi-Output Learning

Instance-specific algorithm selection technologies have been successfully used in many research fields,such as constraint satisfaction and planning. Researchers have been increasingly trying to model the potential relations between different candidate algorithms for the algorithm selection. In this study, we propose an instancespecific algorithm selection method based on multi-output learning, which can manage these relations more directly.Three kinds of multi-output learning methods are used to predict the performances of the candidate algorithms：（1）multi-output regressor stacking;（2） multi-output extremely randomized trees; and（3） hybrid single-output and multioutput trees. The experimental results obtained using 11 SAT datasets and 5 Max SAT datasets indicate that our proposed methods can obtain a better performance over the state-of-the-art algorithm selection methods.