Factors Impacting Freshmen’s Satisfaction and Learning Outcome in Shandong, China
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Abstract
Purpose: This study investigates the factors influencing student satisfaction and learning outcome among first-year students at public colleges in Shandong, China, during the COVID-19 outbreak. The purpose is to identify and provide insights for optimizing the online learning experience during the pandemic. Research Design, Data, and Methodology: Before full-scale implementation, expert ratings for the item-objective congruence (IOC) index and a pilot test with 30 responses were conducted. The questionnaire's validity and reliability were assessed using the Cronbach's Alpha approach. Following reliability testing, 500 accepted responses were analyzed using SPSS AMOS. Confirmatory Factor Analysis (CFA) tested convergence accuracy, and the Structural Equation Model (SEM) was applied to scrutinize the effect of variables. Results: The study reveals crucial aspects affecting teaching quality, including technological infrastructure, instructional strategies, and faculty preparedness. Additionally, student satisfaction is closely linked to engagement, adaptability, and responsiveness in the online learning environment. Nevertheless, perceived difference in the quality of teaching staff has no significant impact on student satisfaction towards online courses. Conclusions: The study concludes that adapting teaching methods and improving technological support can enhance the online learning experience for first-year students, offering valuable insights for educational institutions navigating the complexities of the pandemic.
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