Exploring Perceived Learning Impact of Students in School of Art Design and Animation Towards Massive Open Online Courses at a University in Sichuan, China
DOI:
https://doi.org/10.14456/shserj.2025.45Keywords:
Knowledge Quality, Service Quality, Satisfaction, Actual Use, Perceived Impact on LearningAbstract
Purpose: To achieve its goal of online education development, the regional differences in the development of e-learning have been accounted. This study aims to investigate factors influencing students' perceived learning impact of massive open online courses at Sichuan university of media and communication, China including self-efficacy, perceived usefulness, knowledge quality, service quality, satisfaction, actual use, and perceived impact on learning. Research Design, Data, and Methodology: This study focuses on 500 students in School of Media and Communication, who enrolled in School of Art Design and Animation. Sampling methods utilized in the study comprised judgmental, quota, and convenience sampling techniques. Before data collection, the researcher conducted both the index of item-objective congruence and Cronbach's Alpha test. Data analysis involved the utilization of confirmatory factor analysis and structural equation modeling techniques. Results: Self-efficacy, perceived usefulness, knowledge quality, and actual use were all found to significantly influence satisfaction. Interestingly, service quality did not significantly impact satisfaction. Furthermore, satisfaction was found to significantly predict perceived impact on learning. Conclusions: This research lies in its tailored approach to studying students at a specific university, and provides valuable insights into factors influencing students' experiences and behaviors within the context of media and communication education.
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