In order to enable online learning to continue developing when the COVID-19 pandemic passes, this study aimed to identify the critical factors that affected the use of e-learning by university students during the pandemic. These critical factors will help to increase the efficiency of future development and deployment of online learning systems. Through a literature review, this study employed the technology acceptance model, social support, and task–technology fit as the theoretical basis to establish the framework of the online learning environment with regards to the technology acceptance model in the context of emergency management. A questionnaire survey was administered to students in universities that had implemented online teaching during the pandemic, and 552 valid responses were collected. The survey explored the factors affecting the willingness of higher education institution students to continue using online learning, and the following conclusions were drawn. (1) The easier an online learning platform was to navigate, the better it was perceived by the students, and thus the students were more willing to use it. (2) Ease of use and usefulness were associated with the teachers’ choice of platform and their ability to achieve a satisfactory fit between the course design and platform navigation, which thereby affected the students’ learning outcomes and attitude towards use. (3) The positive attitude of teachers towards teaching increased the students’ perceived ease of use of online learning. (4) During the pandemic, family support—a major support for teachers in online teaching—enhanced teachers’ attitudes towards, and willingness to provide, online teaching. A high level of support showed that the parents urged the students to learn and complete online learning tasks as instructed by the teachers, implying that family support could affect the students’ habits towards, adaptation to, and identification of online learning. The study results provide insights into the factors affecting the willingness of teachers and students to continue using e-learning platforms.
Following the COVID-19 pandemic, online learning has become a new mode of learning that students must adapt to. However, the mechanisms by which students receive and grasp knowledge in the online learning mode remain unknown. Cognitive load theory (CLT) offers instructions to students considering the knowledge of human cognition. Therefore, this study considers the CLT to explore the internal mechanism of learning under the online mode in an experimental study. We recruited 76 undergraduates and randomly assigned them to four groups in which they will watch videos at four different kinds of speed (1.0× or 1.25× or 1.5× or 2× speed). The study observed and analyzed how video playback speed affected students' learning and cognitive load to obtain the following results: (1) Video playback speed significantly influenced the students' learning effect. The best effect was observed at the speed of 1.25× and 1.5×. (2) The speed that affected the learning effect best differed according to the students' learning abilities. High-level group students performed best at the speed of 1.5×, whereas low-level group students performed best at the speed of 1.25×. (3) The 1.5× speed showed significant differences in the learning effect by students' majors. This indicates that the cognitive load of liberal arts students increased greatly at this speed. (4) A change in playback speed has a significant impact on the cognitive load. Accelerated playback speed increases the cognitive load of students. The highest learning effect is observed under medium cognitive load.
Because of the coronavirus disease 2019 (COVID-19) pandemic, the traditional didactic teaching method that is practiced in Confucian culture, an Eastern cultural model, is being challenged by multiple alternative teaching modes. In Western cultures, the teaching behavior of teachers is dependent on their ability to influence the temperament of students; in contrast, teachers in Eastern cultures are influenced by changes in external environment (i.e., social policy). This phenomenon can mainly be explained by the tendency of students in Eastern cultures to adopt a passive learning style because of Confucianism. On the basis of Confucian culture and literature review, we conducted a Chinese-language questionnaire survey of temperament scales and learning motivation, and 724 effective questionnaires were collected and used to explore the relationship between students’ temperament and learning motivation under three teaching modes, namely, online teaching, traditional offline classroom teaching, and online–offline mixed teaching. Conclusions drawn were as follows. (1) In a Chinese Confucian cultural system, the passive learning style of students and its relationship with the surrounding collective culture creates the temperament characteristics of sanguinity and phlegmatism. (2) Influenced by the traditional Confucian values of benevolence and honesty, students with a melancholic temperament do not focus on their learning motivations. Furthermore, changes in external information, to which such students are sensitive, cause them to give up opportunities easily. (3) Similarly, students with a choleric temperament are sensitive and prone to fluctuating emotions, and they tend to be affected by changes in their external environment. (4) Although students have a strong learning motivation under the traditional offline teaching mode, a paradox in individual cognition exists because of differences between Chinese and Western cultures. Therefore, students generally prefer the online–offline mixed teaching mode to the traditional single teaching mode. This study explored factors that influence students’ learning motivation, namely, individual temperament and educational environment (e.g., teaching modes), and provides a reference for the future development of post epidemic education.
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