International Journal of Research Studies in Education
CollabWritive Special Issue
Volume 13 Issue 19
Available Online: 10 December 2024
Author/s:
Yue, Jin
Graduate School, Lyceum of the Philippines University – Batangas, Philippines (66504554@qq.com)
Abstract:
This study focuses on the presence, participation, and performance of Chinese university students in online learning, testing the differences in various indicators and examining the relationships between variables. A study was conducted on 425 students from Many different universities in China using descriptive research methods, questionnaire surveys, and quantitative research methods. Students’ grades have a significant impact on the above attributes, with lower grades performing better than higher grades. The study also found that students generally recognize the existence of online learning teaching and perform well in encouraging exploration and emphasizing discussion. However, there are still shortcomings in teachers’ ability to convey course themes to students, which can be improved and strengthened. In the dimension of social presence, the comfort provided by online teaching and timely feedback from teachers make students quite satisfied, but there is still room for improvement in the efficiency and timeliness of online communication. In terms of cognitive existence, students have a positive experience in seeking information to solve problems and cultivating knowledge application and analysis abilities through course activities. When studying emotional engagement indicators, students usually perform well, but there is a need to increase their interest in online classrooms, self-motivation, and clear learning motivation. In terms of learning ability, research has shown that students’ oral communication and self-directed learning abilities can be further improved. There is a certain correlation between the various dimensions of online learning, and the sense of presence in online learning is positively correlated with two variables: student participation and learning performance. There is also a positive correlation between the various dimensions of variables, and the participation in online learning plays a certain mediating role between presence and learning performance. Based on the analysis results, this study proposes multiple improvement suggestions to strengthen the online learning process, enhance effectiveness, and improve learning performance.
Keywords: online learning, sense of presence, participation, performance
DOI: https://doi.org/10.5861/ijrse.2024.24764
Cite this article:
Yue, J. (2024). Online learning sense of presence, participation, and performance among Chinese college students. International Journal of Research Studies in Education, 13(19), 17-33. https://doi.org/10.5861/ijrse.2024.24764