Impact of Home-Based Learning Experience During COVID-19 on Future Intentions to Study Online: A Chinese University Perspective

Abstract

As coronavirus disease 2019 (COVID-19) swept the world in early 2020, all the Chinese universities and colleges adopted online learning to fulfill the directive saying “classes suspended but learning continues.” Understanding the impact of this large-scale online learning experience on the future online learning intention of Chinese university students can help design better blended-learning activities. This study applies flow experience and theory of planned behavior (TPB) to construct a theoretical framework for assumption making and the assumptions made are validated by data gained from questionnaires. A total of 6,933 students from 54 institutions in China participated in the investigation, with 5,456 valid questionnaires returned. This study employs partial least squares (PLS) regression and confirmative factor analysis (CFA) to analyze and estimate the measurement model and the structural model. The results indicate that the experience of home-based learning significantly influenced the attitudes of Chinese university students, which in turn had a positive influence on their intention to continue online learning. The research findings provide a theoretical framework and practical guidelines on building a scientific online learning platform with appropriate online learning environments and tasks for a post-COVID-19 era blended-learning in Chinese universities.

It takes more than agency: Linking support from teaching staff, career engagement, and movement capital among university students

“…During the COVID-19 pandemic, a shift to online learning was observed in many countries where modern information technology was used to deliver the learning contents initially planned for the classroom setting ( Zhao et al, 2022 ). Despite institutions’ efforts to ensure the continuity of education through online classes, the COVID-19 pandemic bore an academic impact on students, who were reported to be less motivated in learning and were experiencing dilemmas about the future of their careers ( Nell et al, 2020 ).…”

“…They specifically commented on their teachers’ lack of career orientation support. The context of the COVID-19 pandemic thrust the world into the first large-scale online learning experiment ( Zhao et al, 2022 ), with no prior conception of how the interaction in the online learning context should be carried out. The qualitative results of Price et al (2007) study indicated that students’ and their tutors’ conceptions of their roles in an online environment need to be addressed to achieve effective online communication and interaction.…”

Massive Open Online Courses for Scalability and Transformational Culture of Learning in Corporate Organizations

“…The use of MOOCS for corporate training fits well with the current disruption in the education system due to Covid-19 and the evolving Fourth Industrial Revolution (4IR). The Covid-19 pandemic, coupled with the ongoing digitization due to the 4IR, has provided an opportunity to reflect and recalibrate teaching and learning for the support of a resilient education system in all sectors worldwide (Kanwar & Daniel, 2020;Zhao, Ao, Wang, & Wang, 2022). Besides that knowledge and societies advance during an industrial revolution, 4IR…”

“…Importantly, MOOCs are supported by accredited universities and experts in the field (Zhao et al, 2022). MOOCs can be tailored to fit the needs of an organization.…”

A Model for MOOC Implementation in Areas of Low Bandwidth in Developing Countries

“…Another basis for the discussion of this theory the authors highlighted in the study was that Web-based learning, also known as e-learning programs, had been designed to include groups of learners. These include working adults who are unable to attend face-to-face classes, isolated communities far from institutions, economically disadvantaged people, and undergraduate students who need to attend classes spontaneously (Picciano, 2017;Zhao et al, 2022). This understanding made the discussion of technology application in learning, together with the pedagogies involved, important factors in MOOCs implementation.…”