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Influence of Online Merging Offline Method on University Students’ Active Learning Through Learning Satisfaction

Students’ active learning behavior determines learning performance. In post-COVID-19 period, Online Merging Offline (OMO) method become a common way of university students’ learning. However, at present, there are few studies in active learning behavior in the OMO mode. Combined with learning satisf...

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Autores principales: Yu, Huiju, Wang, Shaofeng, Li, Jiaping, Shi, Gaojun, Yang, Junfeng
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Frontiers Media S.A. 2022
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8886045/
https://www.ncbi.nlm.nih.gov/pubmed/35242090
http://dx.doi.org/10.3389/fpsyg.2022.842322
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author Yu, Huiju
Wang, Shaofeng
Li, Jiaping
Shi, Gaojun
Yang, Junfeng
author_facet Yu, Huiju
Wang, Shaofeng
Li, Jiaping
Shi, Gaojun
Yang, Junfeng
author_sort Yu, Huiju
collection PubMed
description Students’ active learning behavior determines learning performance. In post-COVID-19 period, Online Merging Offline (OMO) method become a common way of university students’ learning. However, at present, there are few studies in active learning behavior in the OMO mode. Combined with learning satisfaction and Technology Acceptance Model (TAM), this paper proposes an Online Active Learning (OAL) Model to predict the influencing factors of college students’ active learning behavior and then analyzes the differences between OMO model and pure online model by multi-group analysis (MGA) based on the model. The designed questionnaire was distributed, and a total of 498 valid questionnaires were collected. Using SmartPLS to analyze partial least squares structural equation modeling (PLS-SEM) and MGA, it is found that: (1) there are differences in the influencing factors of active learning between OMO and pure online model; the moderating effect of learning complaint in OMO mode is not established, and social isolation and age does not affect active learning in OMO mode; (2) learning quality, perceived ease of use, expectation, perceived usefulness, and social isolation indirectly affect active learning through learning satisfaction in both OMO model and pure online model; (3) learning satisfaction is an important mediating variable affecting active learning; and (4) learning complaints will negatively regulate the relationship between learning satisfaction and active learning only in pure online model. According to these findings, the paper provides theoretical and practical implementation suggestions implications for OMO teaching and OAL to ensure the expected learning outcome.
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spelling pubmed-88860452022-03-02 Influence of Online Merging Offline Method on University Students’ Active Learning Through Learning Satisfaction Yu, Huiju Wang, Shaofeng Li, Jiaping Shi, Gaojun Yang, Junfeng Front Psychol Psychology Students’ active learning behavior determines learning performance. In post-COVID-19 period, Online Merging Offline (OMO) method become a common way of university students’ learning. However, at present, there are few studies in active learning behavior in the OMO mode. Combined with learning satisfaction and Technology Acceptance Model (TAM), this paper proposes an Online Active Learning (OAL) Model to predict the influencing factors of college students’ active learning behavior and then analyzes the differences between OMO model and pure online model by multi-group analysis (MGA) based on the model. The designed questionnaire was distributed, and a total of 498 valid questionnaires were collected. Using SmartPLS to analyze partial least squares structural equation modeling (PLS-SEM) and MGA, it is found that: (1) there are differences in the influencing factors of active learning between OMO and pure online model; the moderating effect of learning complaint in OMO mode is not established, and social isolation and age does not affect active learning in OMO mode; (2) learning quality, perceived ease of use, expectation, perceived usefulness, and social isolation indirectly affect active learning through learning satisfaction in both OMO model and pure online model; (3) learning satisfaction is an important mediating variable affecting active learning; and (4) learning complaints will negatively regulate the relationship between learning satisfaction and active learning only in pure online model. According to these findings, the paper provides theoretical and practical implementation suggestions implications for OMO teaching and OAL to ensure the expected learning outcome. Frontiers Media S.A. 2022-02-15 /pmc/articles/PMC8886045/ /pubmed/35242090 http://dx.doi.org/10.3389/fpsyg.2022.842322 Text en Copyright © 2022 Yu, Wang, Li, Shi and Yang. https://creativecommons.org/licenses/by/4.0/This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
spellingShingle Psychology
Yu, Huiju
Wang, Shaofeng
Li, Jiaping
Shi, Gaojun
Yang, Junfeng
Influence of Online Merging Offline Method on University Students’ Active Learning Through Learning Satisfaction
title Influence of Online Merging Offline Method on University Students’ Active Learning Through Learning Satisfaction
title_full Influence of Online Merging Offline Method on University Students’ Active Learning Through Learning Satisfaction
title_fullStr Influence of Online Merging Offline Method on University Students’ Active Learning Through Learning Satisfaction
title_full_unstemmed Influence of Online Merging Offline Method on University Students’ Active Learning Through Learning Satisfaction
title_short Influence of Online Merging Offline Method on University Students’ Active Learning Through Learning Satisfaction
title_sort influence of online merging offline method on university students’ active learning through learning satisfaction
topic Psychology
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8886045/
https://www.ncbi.nlm.nih.gov/pubmed/35242090
http://dx.doi.org/10.3389/fpsyg.2022.842322
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