Factors Influencing Students' Satisfaction with Using Mosoteach for Online Learning in the Culture and Arts Disciplines at Vocational Colleges in Chengdu, China
Abstract
Background and Aim: With the development of mobile Internet and the popularity of smart terminal devices, online learning platforms such as Mosoteach have been widely used in vocational colleges and universities in China. In the context of student-centered education, the researchers conducted this study to better meet students' online learning needs. This study aimed to explore the factors affecting students' satisfaction with using Mosoteach for online learning in the disciplines of culture and arts in a representative vocational college in Chengdu, Sichuan Province, China. These included computer anxiety, instructor innovation, student engagement, interaction, motivation to learn, and academic self-efficacy.
Materials and Methods: The quantitative study used a combination of purposive sampling and stratified sampling to distribute questionnaires to a total of 504 students in the three target disciplines who fulfilled the eligibility criteria and 476 valid questionnaires were returned. For the data collected, the researchers analyzed the reliability, validity, and goodness of fit of the proposed model and tested the hypotheses using Confirmatory Factor Analysis (CFA) and Structural Equation Modeling (SEM).
Results: The results of this study showed that student engagement, motivation, and academic self-efficacy had a significant positive effect on satisfaction and that interaction was positively related to student engagement and teacher innovation was positively related to academic self-efficacy. There is no significant relationship between the effect of interaction on student satisfaction and the effect of computer anxiety on student engagement.
Conclusion: In the future, vocational colleges and universities should pay more attention to the role of online teaching interactions and instructor innovations in student engagement and students' academic self-efficacy when teaching online for arts and culture students. By enhancing students' engagement, motivation, and academic self-efficacy, they can improve their satisfaction with online learning, thus improving the quality of education.
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