AU-GSB e-JOURNAL

EDITORIAL

2025-09-29T16:37:39+00:00

The AU-GSB e-Journal is a semiannually international journal publishing the finest peer-reviewed social science articles across the entire spectrum of academic fields. The AU-GSB e-Journal has been indexed in TCI – Thai Journal Citation Index Centre (Tired 1).

This issue covers twenty-five articles. The first article titled “Driving Forces of Students' Learning Outcome of EFL Blended Learning in Sichuan, China” aimed to how students' learning outcomes in EFL (English as a Foreign Language) blended learning is affected by five independent variables: intrinsic motivation, self-efficacy, teacher behavior, behavioral engagement, and the quality of the e-learning system.

The second article titled “Key Influences on Mobile Learning Adoption Among Medical Students in Chengdu, China” examined the factors impacting Chinese medical students' behavioral intentions and actual use of mobile learning.

The third article titled “The Impact of Transformational Leadership of Principals on Trust and Knowledge Sharing among Faculty of Higher Educational Institutions in Bengaluru, India” investigated the effect of transformational leadership exercised by principals on trust and knowledge sharing among faculty members in higher educational institutions in Bengaluru, India.

The fourth article titled “Key Drivers of Alumni’s Satisfaction and Continuance Intention with a Private University's Service Platform in Chengdu, China” aimed to quantitatively assess alum satisfaction and their willingness to continue using the alum information system at a university in Chengdu.

The fifth articled titled “Exploring the Impact of Transformational Leadership on Organizational Citizenship Behavior and Knowledge Sharing” focused on the impact of transformational leadership on teacher effectiveness in the secondary and higher secondary education systems.

The sixth article titled “Unveiling the Keys Factors Impacting Nursing Students' Success in Shanghai's Higher Vocational Schools” aimed to identify the primary factors affecting the academic performance of nursing students.

The seventh article titled “Determinants of Learning Outcomes in Flipped Classrooms at a University, Yunnan, China” investigated the effects of independent variables—such as student engagement, learning motivation, student-instructor interaction, self-efficacy, and social media usage—on the dependent variable of learning performance within a flipped classroom context.

The eighth article titled “Key Factors Driving Student Learning Outcomes at a Medical College in Henan, China” aimed to determine the components affecting students' learning outcomes and collected data through a questionnaire survey.

The ninth article titled “Self-Efficacy in Nursing Students: The Impact of Mastery Experience, Social Influence, and Emotional Factors on Self-Directed Learning in Shanghai, China” aimed to identify the key factors affecting the self-efficacy of nursing students, focusing on the human capacity for self-directed learning and behavior.

The tenth article titled “Exploring Drivers of Students’ Satisfaction with English Instruction in Vocational Schools in China” examined how five independent variables—student trust, student commitment, reputation, social identification, and service quality—affect a single dependent variable: student satisfaction.

The eleventh article titled “Decoding E-Learning Adoption: Key Drivers Shaping Students' Intentions in Shanghai's Higher Education Landscape” explored how performance expectancy, effort expectancy, social influence, hedonic motivation, habit, facilitating conditions, and learning value affect the behavioral intention of university students in Shanghai to use e-learning.

The twelfth article titled “Examining Non-Cognitive Factors Affecting Academic Performance Among Students in Three Junior High Schools in Chongqing, China” investigated the non-cognitive factors influencing junior high school students' academic performance in Chongqing, China.

The thirteenth article titled “Unlocking the Virtual Realm: Exploring Consumer Motivations in Embracing Virtual Reality and Augmented Reality for Modern Home Shopping in Thailand” aimed to investigate factors affecting consumers’ behavioral intention to use virtual reality and augmented reality in online shopping for modern household products in Thailand.

The fourteenth article titled “Key Drivers Shaping the Behavioral Intentions of Disabled Individuals Toward OTA Systems in Chengdu, China” explored the factors influencing behavior intention in the Chengdu Online Travel Agency system for disabled people.

The fifteenth article titled “Factors Impacting on Teacher’s Job Satisfaction at a Private Higher Education in Situation Zhanjiang, China” investigated the factors that influence the satisfaction of teachers in a school and verify the effectiveness of the strategic plan adopted.

The sixteenth article titled “Enhancing Student Satisfaction: A Multidimensional Approach at Zhanjiang University of Science and Technology” offered insights into enhancing student satisfaction through strategic planning and targeted improvements, contributing to a better educational experience, and encouraging a holistic approach to educational research.

The seventeenth article titled “Impacting Factors of Higher Vocational Students’ Continuance Intention toward MOOCs in China” explored the factors that impact higher vocational students' continuance intention of massive open online courses (MOOCs) to provide insights that can enhance the e-learning experience and ensure long-term engagement.

The eighteenth article titled “Analyzing Factors of Undergraduates’ Satisfaction in Blended Learning in Chengdu, China” endeavored to improve students’ satisfaction with blended learning by cultivating their teaching presence, information quality, self-efficacy, emotional engagement, and perceived usefulness.

The nineteenth article titled “Determining Factors of Behavioral Intention to Use Mobile Learning Among Information Engineering Students in Higher Vocational Colleges in Chengdu, China” aimed to effectively improve students' behavioral intention using mobile learning in information engineering higher vocational colleges in Chengdu, China, through various intervention measures.

The twentieth article titled “From Classroom to Cuisine: Empirical Insights into the Factors Affecting Culinary Learning Outcomes in Zhejiang's Higher Vocational Education” investigated the factors influencing culinary students' learning outcomes, utilizing a case study and empirical analysis involving higher vocational students in Zhejiang, China.

The twenty-first article titled “Exploring What Drives E-Learning Satisfaction and Continued Use Among Undergraduate Students in Jiangxi, China” explored the key factors influencing undergraduate students’ satisfaction and continued use intentions at a university in Jiangxi, China, when engaging in e-learning.

The twenty-second article titled “Influencing Factors of Behavioral Intention Toward Online Teaching in Vocational Colleges in Nanchang, China” aimed to understand the factors that influence vocational college teachers in Nanchang, China, to choose online teaching.

The twenty-third article titled “Enhancing Student Learning Outcomes in Blended Nursing Education: Insights from a Public College in Shanghai, China” assessed the current levels of learning motivation, behavioral engagement, cognitive engagement, emotional engagement, agentic engagement, and feedback among nursing students.

The twenty-fourth article titled “Unlocking Self-Regulated Learning: Key Factors Shaping Student Success in Higher Vocational Education in Shanghai, China” investigated the key factors affecting self-regulated learning among students in higher vocational education in Shanghai, China.

The twenty-fifth article titled “Exploring Teacher Intentions in Rural Faku County Middle School, Shenyang City, Liaoning Province, China” investigated the influence of six independent variables—constructivist teaching beliefs, perceived ease of use, self-efficacy, social influence, subjective norm, and value beliefs—on one dependent variable: behavioral intention to use technology.

Driving Forces of Students' Learning Outcome of EFL Blended Learning in Sichuan, China

2024-08-14T14:11:16+00:00

Purpose: The study investigates how students' learning outcomes in EFL (English as a Foreign Language) blended learning is affected by five independent variables: intrinsic motivation, self-efficacy, teacher behavior, behavioral engagement, and the quality of the e-learning system. Data, methodology, and research design: The study adopted Cronbach's Alpha in a pilot test (n=30) for the reliability test and the Index of Item-Objective Congruence (IOC) for the validity test. Multiple linear regression analysis was applied to confirm the substantial link between variables in 80 valid replies from SUMC (Sichuan University of Media and Communications). After that, 30 students participated in the strategic plan process outlining the precise steps of a 14-week intervention plan. Comparisons were made about the current and expected situations through paired-sample t-tests. Results: The study's multiple linear regression analysis showed that each of the five independent variables strongly impacted students' learning outcomes. Paired-sample t-test results suggested a substantial difference in learning outcomes between the current and expected situations. Conclusions: By examining five influential elements in the setting of private institutions in Sichuan, China, this study shed insight on how to effectively improve students' blended learning outcomes in EFL education.

Key Influences on Mobile Learning Adoption Among Medical Students in Chengdu, China

2024-09-01T05:04:29+00:00

Purpose: This research aims to examine the factors impacting Chinese medical students' behavioral intentions and actual use of mobile learning. The key influencers are perceived usefulness, perceived ease of use, enjoyment, social influence, attitude, behavioral intention, and actual usage. Data, methodology, and research design: Empirical analysis and quantitative approach were employed in this study. The data was collected from 500 Chinese medical students using a questionnaire as the research instrument. Before distribution, the questionnaire's content validity and reliability were tested using item-objective congruence and a pilot test. The data was analyzed using confirmatory factor analysis and structural equation modeling to validate the model's goodness of fit and confirm the causal relationship among variables for hypothesis testing. Results: The study found that the medical students' behavioral intention has the greatest impact on their actual usage of mobile learning. Moreover, the perceived usefulness, perceived ease of use, perceived enjoyment, social influence, and attitude of medical students significantly affect their behavioral intention to use mobile learning. Conclusions: The study provides valuable insights that mobile learning developers and educators can use for the design of mobile learning systems.

The Impact of Transformational Leadership of Principals on Trust and Knowledge Sharing among Faculty of Higher Educational Institutions in Bengaluru, India

2024-08-26T12:42:33+00:00

Purpose: This research investigates the effect of transformational leadership exercised by principals on trust and knowledge sharing among faculty members in higher educational institutions in Bengaluru, India. Data, methodology, and research design: The study used data from 505 faculty members across ten higher educational institutions, representing small, medium-sized, and large institutions. The analysis of the results using statistical tools indicates that transformational leadership positively influences trust and knowledge sharing among faculty members. The research combines both secondary and primary data sources. Secondary data is obtained by searching databases for already published literature using relevant keywords. The primary data collection is conducted with meticulous care, employing a survey method using a pre-designed questionnaire. The methodologies are confirmatory factor analysis, composite reliability (CR), average variance extracted (AVE), discriminant validity, bootstrapping, and hypothesis testing results. Results: The findings suggest that nurturing transformational leadership qualities among the principals is crucial for improved faculty trust and knowledge sharing. Conclusions: The study concludes with practical implications for educational institutions in Bengaluru. This research reveals the vital influence of transformational leadership on trust and knowledge sharing among faculty members of higher educational institutions in Bengaluru, India.

Key Drivers of Alumni’s Satisfaction and Continuance Intention with a Private University's Service Platform in Chengdu, China

2024-08-27T12:47:03+00:00

Purpose: This study aims to quantitatively assess alum satisfaction and their willingness to continue using the alum information system at a university in Chengdu. Key factors examined include perceived ease of use, usefulness, perceived usefulness, information quality, system quality, service quality, satisfaction, and continuance intention. Research design, data, and methodology: A quantitative survey gathered 494 valid responses from alums using a quota sampling technique. Confirmatory Factor Analysis (CFA) and Structural Equation Modeling (SEM) were employed to analyze the data and explore the causal relationships among the identified factors. Results: Statistical analysis supported all hypotheses. Information quality emerged as the most influential factor affecting intention to continue using the system. Additionally, perceived ease of use, usefulness, system quality, and service quality positively influenced both satisfaction levels and intention to continue. Conclusion: This study successfully achieved its objectives, suggesting that managers of alum information systems should prioritize enhancing service quality, perceived ease of use, usefulness, system quality, and information quality. By doing so, they can optimize system design, thereby boosting alum satisfaction and fostering continued usage intentions.

Exploring the Impact of Transformational Leadership on Organizational Citizenship Behavior and Knowledge Sharing

2024-08-25T11:30:49+00:00

Purpose: The definition of leadership continues to evolve and change daily. Transformational leadership is an approach that triggers change in individuals and social systems, inspiring people to perform productively. Teaching is a multidimensional career, and several factors influence teacher effectiveness. The current research focuses on the impact of transformational leadership on teacher effectiveness in the secondary and higher secondary education systems. Research design, data, and methodology: The quantitative study used a survey method and elicited 509 responses from secondary and higher secondary teachers in Bengaluru, India. Results: The study found a significant relationship between transformational leadership, knowledge sharing, and organizational citizenship behavior. The study identified that if the leader encourages knowledge sharing in the education system, OCB will be accelerated. Conclusions: The study's empirical findings assist in analyzing transformational leadership and its bearing on the education system in the Indian context, particularly concerning the variables of knowledge sharing and organizational citizenship behavior. This study also emphasizes the interconnected nature of these constructs and the importance of considering them holistically in organizational interventions.

Unveiling the Keys Factors Impacting Nursing Students' Success in Shanghai's Higher Vocational Schools

2024-08-27T13:11:47+00:00

Purpose The study aimed to identify the primary factors affecting the academic performance of nursing students. Research design, data, and methodology: Focusing on the human capacity for self-directed learning and behavior, the research examined how school valuing, teaching and learning quality, interest in courses, and learning engagement influence academic achievement. The goals were to assess the current levels of these variables, design and implement Intervention Design Implementations (IDIs) to improve them, and measure the changes before and after the interventions. A sequential exploratory mixed-methods design was employed, integrating qualitative and quantitative approaches to develop a data collection instrument. The target population included nursing students from higher vocational education institutions in Shanghai, with a sample size of 378 students. Results: The results indicated that school valuing, teaching and learning, interest in courses, and learning engagement levels were generally low. Multiple regression analysis revealed that school valuing, teaching and learning, interest in courses, and learning engagement (p<0.05) were significant predictors of academic achievement. Based on these findings, a theoretical model was created and validated by experts, providing a basis for future interventions aimed at enhancing nursing students' self-regulated learning abilities. Conclusions: The results can inform the development of educational strategies and initiatives aimed at fostering these essential skills in students, thereby preparing them for future success in an increasingly competitive and innovative world.

Determinants of Learning Outcomes in Flipped Classrooms at a University, Yunnan, China

2024-08-27T13:13:48+00:00

Purpose: This study aims to investigate the effects of independent variables—such as student engagement, learning motivation, student-instructor interaction, self-efficacy, and social media usage—on the dependent variable of learning performance within a flipped classroom context. Additionally, the study seeks to develop a practical model to enhance students' learning performance in flipped classrooms. Research design, data, and methodology: Data for this study were collected through a questionnaire survey. The reliability and validity of the questionnaire were confirmed through the Index of Item-Objective Congruence (IOC) and Cronbach's Alpha, based on a pilot test with 30 participants. Multiple linear regression analysis (MLR) was conducted on data from 118 undergraduates at a University in Yunnan Province to determine the significance of the relationships between the variables. Following this analysis, a strategic plan (SP) was implemented with a group of 30 students over 14 weeks, and a paired sample T-test was conducted on pre- and post-SP data. Results: The multiple linear regression analysis revealed that student engagement, learning motivation, student-instructor interaction, and self-efficacy significantly impacted learning performance, while social media usage did not. The paired sample T-test showed significant differences in learning performance between the pre-SP and post-SP stages, suggesting that the strategic plan was effective. Conclusions: Interventions aimed at enhancing student engagement, learning motivation, student-instructor interaction, and self-efficacy in a flipped classroom setting can significantly improve students' learning performance.

Key Factors Driving Student Learning Outcomes at a Medical College in Henan, China

2024-08-27T13:19:52+00:00

Purpose The study aimed to determine the components affecting students' learning outcomes and collected data through a questionnaire survey. The factors influencing student learning, such as cognitive ability, self-efficacy, learning motivation, learning strategies, and teacher behaviors, were explored. Research design, data, and methodology: The research was conducted in Zhengzhou, Henan Province, China. To ensure the study's reliability and scientific rigor, the variables were processed, and the results of validity and reliability analyses were reported. After conducting these tests, questionnaires were distributed to 180 students to examine the relationship between independent and dependent variables. Finally, a strategic plan intervention was proposed, involving 30 selected students. Results: The results from regression analysis showed a significant relationship between the independent variables (cognitive ability, self-efficacy, learning motivation, learning strategies, and teacher behavior) and the dependent variable (learning outcomes). Validation confirmed that this intervention effectively improved student learning outcomes and is anticipated to be beneficial for the medical college in Zhengzhou, Henan Province, China. Conclusions: The study help students establish comprehensive learning goals, thereby enabling the student-centered teaching philosophy to flourish. Additionally, the knowledge competitions prompt teachers to reflect on and address issues in their daily teaching practices, which leads to improved student learning outcomes and enhanced teaching effectiveness.

Self-Efficacy in Nursing Students: The Impact of Mastery Experience, Social Influence, and Emotional Factors on Self-Directed Learning in Shanghai, China

2024-08-28T13:25:48+00:00

Purpose The study aimed to identify the key factors affecting the self-efficacy of nursing students, focusing on the human capacity for self-directed learning and behavior. This research examines the influences of mastery experience, vicarious experience, social persuasion, emotional regulation, and anxiety on students' self-efficacy. The objectives include assessing current levels of these variables, designing and implementing a self-development plan to enhance them, and measuring changes before and after the plan. Research design, data, and methodology: A sequential exploratory mixed-methods design was employed, integrating qualitative and quantitative approaches to create a data collection instrument. The target population comprised nursing students from vocational colleges in Shanghai, with a sample size of 435 participants. Self-development plan was conducted among 60 participants. The researcher conducted a paired-sample t-test analysis on all five variables to determine if there were any differences in nursing students' self-efficacy between the pre-self-development plan and post-self-development plan phases. Results: Multiple regression analysis revealed that mastery experience, vicarious experience, social persuasion, emotional regulation, and anxiety were significant predictors of self-efficacy. Conclusions: A theoretical model was developed based on these findings and validated by experts, laying the groundwork for future interventions aimed at improving nursing students' self-efficacy.

Exploring Drivers of Students’ Satisfaction with English Instruction in Vocational Schools in China

2024-09-02T09:49:52+00:00

Purpose This study examines how five independent variables—student trust, student commitment, reputation, social identification, and service quality—affect a single dependent variable: student satisfaction. It also seeks to identify significant differences among these variables. Research design, data, and methodology: The study used the Index of Item-Objective Congruence (IOC) to ensure validity and Cronbach's Alpha in a pilot test (n=50) to assess reliability. Data from 151 valid responses from students at Yunnan Jiaotong College were analyzed using multiple linear regression to test the relationships between variables. Additionally, a group of 30 students participated in a 14-week strategic plan (SP). Comparisons were made between pre- and post-strategic plan quantitative results using paired-sample tests. Results: The multiple linear regression analysis indicated that student commitment, social identification, and service quality significantly influenced student satisfaction, whereas student trust and reputation did not. Furthermore, the paired-sample t-test revealed significant differences in student satisfaction levels before and after the strategic plan. Conclusions: The research aims to enhance student satisfaction by improving English teaching practices in Yunnan, China.

Decoding E-Learning Adoption: Key Drivers Shaping Students' Intentions in Shanghai's Higher Education Landscape

2024-08-28T13:27:31+00:00

Purpose This study explores how performance expectancy, effort expectancy, social influence, hedonic motivation, habit, facilitating conditions, and learning value affect the behavioral intention of university students in Shanghai to use e-learning. Research design, data, and methodology: The study's validity was ensured by using the Index of Item-Objective Congruence, and reliability was evaluated with Cronbach's Alpha. A total of 100 valid responses were analyzed through multiple linear regression. Additionally, 30 students took part in a 14-week Intervention Design Implementation (IDI), with results analyzed via a paired-sample t-test. Results: Data from 100 students were analyzed using multiple linear regression, revealing that performance expectancy, effort expectancy, facilitating conditions, hedonic motivation, habits, and learning value have a significant impact on behavioral intention. Nevertheless, social influence has no significant impact on behavioral intention. Additionally, there is a significant mean difference in performance expectancy, effort expectancy, facilitating conditions, hedonic motivation, habits, learning value, and behavioral intention between the Pre-IDI and Post-IDI stages. Conclusions: The findings reveal that all the factors studied impact behavioral intentions, providing valuable insights for improving e-learning platform design in higher education. This research offers a strong foundation for future studies in this area.

Examining Non-Cognitive Factors Affecting Academic Performance Among Students in Three Junior High Schools in Chongqing, China

2024-08-14T13:39:51+00:00

Purpose: This research investigates the non-cognitive factors influencing junior high school students' academic performance in Chongqing, China. The conceptual framework encompasses emotional intelligence, engagement, collaborative learning, social skills, student satisfaction, and academic performance. Research design, data, and methodology: The target population comprises 500 junior high school students between Grade 7-9 in Chongqing, China. The survey is conducted by the consent and review by their parents/guardians. The quantitative research methodology was applied in this study. The sampling techniques employed in this study encompass judgmental, quota, and convenience sampling. A pilot test was conducted involving a sample of 50 participants, and the item-objective congruence (IOC) index and Cronbach's alpha were utilized for the validity and reliability testing. The data obtained were analyzed using confirmatory factor analysis (CFA) and structural equation modeling (SEM). Results: Emotional intelligence positively influences social skills; engagement and collaborative learning enhance student satisfaction; collaborative learning predicts academic performance. However, the non-significant link between student satisfaction and academic performance warrants further exploration into nuanced dynamics of student outcomes. Conclusions: These findings offer valuable guidance for educators and policymakers, highlighting the importance of fostering socio-emotional skills, promoting active learning environments, and supporting holistic student development to enhance overall educational outcomes.

Unlocking the Virtual Realm: Exploring Consumer Motivations in Embracing Virtual Reality and Augmented Reality for Modern Home Shopping in Thailand

2024-09-07T14:21:54+00:00

Purpose: This study aims to investigate factors affecting consumers’ behavioral intention to use virtual reality and augmented reality in online shopping for modern household products in Thailand. The conceptual framework is constructed with perceived usefulness, perceived ease of use has, attitude toward using, social influence, perceived enjoyment, innovativeness, and behavioral intention. Research design, data, and methodology: The population is based on 450 customers who are 18 years old and above, eligible to use credit card and mobile banking (according to Thai laws), living in Thailand and have experience in buying modern household products on top four online shopping platform by market share in Thailand. The sample techniques are purposive, quota and convenience sampling. The data analysis involved the utilization of Confirmatory Factor Analysis (CFA) and Structural Equation Modeling (SEM). Results: The findings indicate that innovativeness, attitude toward using, social influence, perceived enjoyment, and innovativeness significantly impact consumers' behavioral intention to adopt VR and AR technology in online shopping contexts. Nevertheless, Perceived usefulness and percived ease of use have no significant effect on behavioral intention. Conclusions: The findings can contribute to the modern household companies. Decision makers in household product companies can consider to invest into VR/AR technology for better customers’ experience and purchase intention

Key Drivers Shaping the Behavioral Intentions of Disabled Individuals Toward OTA Systems in Chengdu, China

2024-08-14T14:44:23+00:00

Purpose: This study explored the factors influencing behavior intention in the Chengdu Online Travel Agency system for disabled people. Behavior intention, perceived ease of use, perceived usefulness, performance expectations, social influence, effort expectancy, and facilitating conditions were all interconnected in the conceptual framework. Research design, data, and methodology: 500 questionnaires were distributed to people with mobility disabilities over the age of 18 in Chengdu who have the financial ability and desire to travel, as well as people who are willing to travel. Item-objective congruence (IOC) and preliminary examination were conducted and demonstrated in this research. After data collection is complete, confirmatory factor analysis (CFA) and structural equation modeling (SEM) methods are used to measure the data's validity, reliability, and goodness of fit. In this experiment. Results: All six hypotheses proposed in the study were supported. Perceived ease of use, perceived usefulness, performance expectations, social influence, and effort expectancy are the factors of online travel agency systems for the urban disabled. Conclusion: The aims to provide disabled people with a convenient and barrier-free travel experience, Therefore, the design team can adopt universal design principles and barrier-free design guidelines to develop tourism products that meet the needs of different disabled people.

Factors Impacting on Teacher’s Job Satisfaction at a Private Higher Education in Situation Zhanjiang, China

2024-09-15T05:26:28+00:00

Purpose: This study aims to investigate the factors that influence the satisfaction of teachers in a school and verify the effectiveness of the strategic plan adopted. Research design, data, and methodology: The literature review prefabricated a questionnaire according to the previous maturity scale. After the validity and reliability of the questionnaire were tested and revised, 100 teachers were selected through purposive sampling for the online questionnaire survey. Results: After multiple linear regression analyses of the data, the results showed that the four factors of compensation and salary, respect, training and development, and teamwork had a significant positive relationship with teacher satisfaction. In contrast, work environment and empowerment had no significant correlation with teacher satisfaction. To verify the effectiveness of the strategic plan in improving teacher satisfaction and its influencing factors, 30 teacher representatives were selected to conduct a control experiment before and after the implementation of the strategic plan through a questionnaire survey. Seven teachers were interviewed to understand the changes in teacher satisfaction before and after the strategic plan implementation from a qualitative perspective. Conclusions: This paper validates that a series of strategic plan measures implemented by the school have a significant positive impact on teacher satisfaction and its four influencing factors.

Enhancing Student Satisfaction: A Multidimensional Approach at Zhanjiang University of Science and Technology

2024-08-25T12:06:37+00:00

Purpose: The study examines the factors affecting student satisfaction at Zhanjiang University of Science and Technology. Research design, data, and methodology: The research employed the Index of Item-Objective Congruence (IOC) for validity and a Cronbach's Alpha in a pilot test (n=120) for reliability. Using a Regression analysis approach, data were collected from 120 college students randomly selected from 1,848 students between 2019 and 2021 using structured questionnaires to verify a significant relationship between variables. The study will employ the strategic plan framework to investigate the impact of organizational development on student satisfaction. Results: This confirms the assumption that student satisfaction is influenced by the indicators considered in the strategic plan. Academic quality, teaching support, and university reputation strongly impact student satisfaction. The infrastructure and amenities associated with canteens, dormitories, and transportation are also important determinants. Conclusions: This research allows university administrators to realign their services and policies to improve the student experience and better meet student expectations; this will go a long way in attracting and retaining good students, maintaining a reputation, and making progress. In conclusion, the research offers insights into enhancing student satisfaction through strategic planning and targeted improvements, contributing to a better educational experience, and encouraging a holistic approach to educational research.

Impacting Factors of Higher Vocational Students’ Continuance Intention toward MOOCs in China

2024-09-07T14:31:52+00:00

Purpose: This study aims to explore the factors that impact higher vocational students' continuance intention of massive open online courses (MOOCs) to provide insights that can enhance the e-learning experience and ensure long-term engagement. Seven variables were presented in the conceptual framework, which were system quality, interface design quality, learner-instructor interaction quality, perceived usefulness, flow experience, satisfaction, and continuance intention. Research design, data, and methodology: Quantitative research focused on students with experience in MOOCs from Zhejiang Business College in Hangzhou, China. Item Objective Congruence (IOC) method. Additionally, a pilot test was conducted with fifty randomly selected respondents to collect data and evaluate the questionnaire's reliability using Cronbach's alpha approach. A combination of probabilistic and non-probabilistic sampling methods was utilized to gather 500 valid responses. Confirmatory Factor Analysis (CFA) and Structural Equation Modeling (SEM) were conducted to assess the model's validity, reliability, and fit. Results: PU significantly impacted CI, whereas IDQ and LIIQ also significantly impacted PU. SQ had no significant impact on PU, while SF had a significant impact on CI, and FE impacted SF. Conclusions: Five expected hypotheses aligned with the research objectives, highlighting the importance of considering external factors and intrinsic motivation in MOOCs' continuance intention theoretical framework.

Analyzing Factors of Undergraduates’ Satisfaction in Blended Learning in Chengdu, China

2024-09-07T14:18:45+00:00

Purpose: The study investigates the influence of five independent variables (Teaching Presence, Information Quality, Self-Efficacy, Emotional Engagement, and Perceived Usefulness) on one dependent variable (Students’ Satisfaction) in blended learning. Research design, data, and methodology: The research employed the Index of Item-Objective Congruence (IOC) for validity and a Cronbach’s Alpha in a pilot test (n=30) for reliability. Eighty valid responses from students at Chengdu Normal University were analyzed by multiple linear regression to verify the significant relationship between variables. Following this, 30 students underwent a 14-week Strategic Plan (SP). Afterward, the quantitative results from pre-SP and post-SP were analyzed in the paired-sample t-test for comparison. Results: In multiple linear regression, the study revealed that teaching presence, information quality, self-efficacy, emotional engagement, and perceived usefulness significantly impacted students’ satisfaction. Finally, the results from the paired-sample t-test for comparison demonstrated significant differences in teaching presence, information quality, self-efficacy, emotional engagement, perceived usefulness, and student satisfaction. Conclusions: This research endeavors to improve students’ satisfaction with blended learning by cultivating their teaching presence, information quality, self-efficacy, emotional engagement, and perceived usefulness.

Determining Factors of Behavioral Intention to Use Mobile Learning Among Information Engineering Students in Higher Vocational Colleges in Chengdu, China

2024-09-07T14:25:26+00:00

Purpose: This research aimed to study performance expectancy (PE), effort expectancy (EE), trust (TR), attitude towards behavior (ATB), intrinsic motivation (IM) and mobile-learning self-efficacy (MLSE) with the influence of behavioral intention (BI) on one dependent variable, and significant differences between variables before and after IDI were verified. Research design, data, and methodology: The statistical tool performed the initial Item Objective Congruence (IOC) test and Cronbach's Alpha preliminary experimental measurement. Multiple linear equation regression (MLR) was used to analyze the influencing factors of mobile learning behavior intention of a higher vocational college student in Chengdu, and the influence results of independent and dependent variables were verified. The Intervention Design Implementation (IDI) was then conducted for 14 weeks with 30 selected students. Finally, the quantitative results of Pre-IDI and Post-IDI were compared by paired sample T-test. Results: All had significant effects on behavioral intention, while intrinsic motivation had no significant effects on behavioral intention. The comparison results of the paired sample T-test showed that all variables had significant differences in the post-IDI stage and pre-IDI stage. Conclusion: This study aims to effectively improve students' behavioral intention using mobile learning in information engineering higher vocational colleges in Chengdu, China, through various intervention measures.

From Classroom to Cuisine: Empirical Insights into the Factors Affecting Culinary Learning Outcomes in Zhejiang's Higher Vocational Education

2024-09-02T12:19:18+00:00

Purpose: The expanding Higher Vocational Education sector in China has prompted vocational colleges to focus on improving the academic performance of higher vocational students. Research design, data, and methodology: This research investigates the factors influencing culinary students' learning outcomes, utilizing a case study and empirical analysis involving higher vocational students in Zhejiang, China. To ensure the validity and reliability of the content before distributing the questionnaire, we conducted Item-Objective Congruence (IOC) and a pilot test using Cronbach's Alpha. Our study selected eighty culinary students from a higher vocational institution in Zhejiang through intervention methods. Both qualitative and quantitative approaches were utilized to assess the effectiveness of the intervention. Results: The study was organized into three phases: pre-intervention design and implementation, intervention, and post-intervention. The results revealed that self-efficacy, behavioral engagement, cognitive engagement, emotional engagement, and student-instructor interaction have a significant effect on learning performance. The five proposed hypotheses were confirmed, meeting the research objectives. Conclusions: The study suggests that educators in Higher Vocational universities and colleges should emphasize these factors and teaching strategies to improve student learning outcomes, considering the study's findings.

Exploring What Drives E-Learning Satisfaction and Continued Use Among Undergraduate Students in Jiangxi, China

2024-09-15T05:09:26+00:00

Purpose: This paper generally explores the key factors influencing undergraduate students’ satisfaction and continued use intentions at a university in Jiangxi, China, when engaging in e-learning. Research design, data, and methodology: The study’s student population was 500 undergraduate students. Questionnaires were used to survey university students at a Jiangxi, China university with experience with e-learning to get statistical data. The gathered data was analyzed using Systematic Confirmatory Factor Analysis (CFA) and Structural Equation Modeling (SEM) to determine the correlations between the variables. Results: The research indicates high-quality course content will likely meet students’ expectations and needs. Students generally have certain expectations for online courses, including the content’s relevance, depth, and practicality. Students feel their choice has been validated when course content meets or exceeds these expectations. Therefore, the quality of course content helps students gain recognition for online learning. Conclusions: With the progression of the times and continuous advancements in information technology, e-learning has become the preferred choice for most learners, especially during the widespread adoption of online learning during the COVID-19 pandemic. E-learning has greatly complemented traditional teaching methods.

Influencing Factors of Behavioral Intention Toward Online Teaching in Vocational Colleges in Nanchang, China

2024-09-15T05:18:24+00:00

Purpose: This study aims to understand the factors that influence vocational college teachers in Nanchang, China, to choose online teaching. The conceptual framework is derived from previous theories, suggesting connections between Attitude (AT), Performance Expectancy (PE), Effort Expectancy (EE), Social Influence (SI), Facilitating Conditions (FC), and Behavioral Intention (BI). Research design, data, and methodology: The study analyzed responses from 502 teachers at JiangXi College of Science and Technology. For reliability, a Cronbach's Alpha was employed in a pilot test with 30 participants. The Multiple Linear Regression (MLR) involved questionnaires that contributed to the development of the finalized action research plan. During the strategic plan arrangement, 30 teachers were selected through purposive sampling from the Ideological and Political Department and the School of Nursing at JVC to participate in the study. Results: This research revealed that attitude, performance expectancy, effort expectancy, social influence, and facilitating conditions impacted behavioral intention in the context of JiangXi, China. Conclusions: This study reveals that the primary need is for stability, followed by development factors and respect needs. Recently, China's online teaching environment has become more harmonious, despite the ongoing rise of epidemics. These external changes influence college teachers' online teaching practices.

Enhancing Student Learning Outcomes in Blended Nursing Education: Insights from a Public College in Shanghai, China

2024-09-15T05:14:49+00:00

Purpose Assess the current levels of learning motivation, behavioral engagement, cognitive engagement, emotional engagement, agentic engagement, and feedback among nursing students. Research design, data, and methodology: A sequential exploratory mixed-methods design was employed, integrating qualitative and quantitative approaches to develop a comprehensive data collection instrument. The target population included nursing students from three public colleges in Shanghai, resulting in a sample size of 1,494 students. For the Intervention, Development, and Implementation (IDI) phase, 30 students were randomly selected and invited to participate 14-weeks assessment. The Index of Item-Objective Congruence (IOC) assessment and pilot test are conducted. The researcher performed a Multiple Linear Regression (MLR) analysis on 1,494 survey responses. After, the researcher conducted a paired-sample t-test analysis on all six variables to determine if there were any differences in students' learning performance between the pre-IDI and post-IDI phases. Results: The results in a multiple regression analysis demonstrated that all factors learning motivation, behavioral engagement, cognitive engagement, emotional engagement, agentic engagement, and feedback significantly predicted learning performance. Conclusions: Based on these findings, a theoretical model was developed and validated by experts, laying the groundwork for future interventions aimed at enhancing nursing students' learning performance.

Unlocking Self-Regulated Learning: Key Factors Shaping Student Success in Higher Vocational Education in Shanghai, China

2024-09-15T05:05:27+00:00

Purpose This study aimed to investigate the key factors affecting self-regulated learning among students in higher vocational education in Shanghai, China. Focusing on the human ability for self-directed learning and behavior, the research examines how self-evaluation, information quality, service quality, student attitudes, course quality, peer assistance, and the active use of feedback influence students' self-regulated learning. Research design, data, and methodology: The study assesses the changes from the current to the desired situation. The research employed a sequential exploratory mixed-methods design, integrating qualitative and quantitative approaches to develop a data collection instrument. The target population consisted of nursing students from vocational colleges in Shanghai, with a sample size of 275 students for the survey, A strategic plan implementation was conducted among 30 students. Results: The findings indicated that levels of self-evaluation, information quality, service quality, student attitudes, course quality, peer help, and active use of feedback were generally low. A multiple regression analysis revealed that self-evaluation, information quality, service quality, student attitudes, course quality, peer help, and active use of feedback were significant predictors of self-regulated learning capability. Conclusions: A theoretical model was developed and validated by experts, laying the groundwork for future interventions aimed at enhancing nursing students' self-regulated learning capabilities.

Exploring Teacher Intentions in Rural Faku County Middle School, Shenyang City, Liaoning Province, China

2024-08-27T13:18:12+00:00

Purpose: This study aims to investigate the influence of six independent variables—constructivist teaching beliefs, perceived ease of use, self-efficacy, social influence, subjective norm, and value beliefs—on one dependent variable: behavioral intention to use technology. Research design, data, and methodology: The research employed the Index of Objective Consistency (IOC) to assess effectiveness and used Cronbach's Alpha to evaluate the reliability of the pilot scale (n=30). A multiple linear regression analysis was conducted to examine the effective responses of 100 teachers from three junior high schools in Faku County, confirming the significant relationships between the variables. Following this, a cohort of 30 teachers participated in a 14-week strategic plan (SP). The quantitative results from the post-strategic plan and pre-strategic plan were then compared using paired sample t-tests. Results: The multiple linear regression analysis revealed that constructivist teaching beliefs, perceived ease of use, value beliefs, and social influence significantly affect teachers' behavior regarding the use of educational technology. Conversely, subjective norm and self-efficacy did not show a significant impact. Finally, the paired sample t-test comparisons demonstrated significant differences in teachers' behavioral intentions to use technology between the post-strategic planning and pre-strategic planning phases. Conclusions: The findings promote deeper understanding and application of knowledge, highlighting the importance of intuitive and accessible digital tools in the learning process.