Exploring What Drives Satisfaction in Online Dance Courses: Insights from Public Universities in Nanjing, China
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Purpose: This study investigates the factors influencing dance students' satisfaction with online courses and develops interventions to enhance their satisfaction in a public university in Nanjing, China. The independent variables include curriculum, teaching quality, assurance, empathy, and learning environment, while the dependent variable is students' satisfaction with online courses. Research design, data, and methodology: The research assesses the current levels of these variables, designs and implements Intervention Design Implementations (IDI) to improve them, and evaluates their changes pre- and post-IDI. The study employs a sequential exploratory mixed-methods design, combining qualitative and quantitative methods to develop a data collection instrument. The target population consists of dance majors at a Nanjing public university, with a sample size of 360 students. Results: Preliminary findings indicate low curriculum levels, teaching quality, assurance, empathy, and learning environment in online courses. Multiple regression analysis reveals that curriculum (β=0.170, p=0.001<0.05), teaching quality (β=0.223, p=0.000<0.05), assurance (β=0.165, p=0.002<0.05), empathy (β=0.118, p=0.022<0.05), and learning environment (β=0.134, p=0.014<0.05) significantly predict students' satisfaction with online courses, with an R-square value of 0.361, suggesting that these variables account for 36.1% of the variance in students' satisfaction with online courses. Conclusions: The study contributes to understanding factors affecting dance students' satisfaction with online learning and offers practical implications for improving online dance education in Chinese universities.
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