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Factors Influencing Undergraduates. Engagement and Satisfaction with Online Teaching in Chengdu;China |
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| รหัสดีโอไอ | |
| Creator | Luo Li |
| Title | 1. Factors Influencing Undergraduates. Engagement and Satisfaction with Online Teaching in Chengdu 2. China |
| Publisher | Assumption University Press |
| Publication Year | 2568 |
| Journal Title | Journal of Interdisciplinary Research |
| Journal Vol. | 10 |
| Journal No. | 1 |
| Page no. | 21-31 |
| Keyword | Online Teaching, Undergraduate, Engagement, Satisfaction |
| URL Website | https://assumptionjournal.au.edu/index.php/eJIR/article/view/9023 |
| Website title | JIR |
| ISSN | 2408-1906 |
| Abstract | Purpose: The research aimed to examine the factors influencing undergraduates' engagement and satisfaction with online teaching in Chengdu; China. The conceptual framework proposed the relationships among Teachers' self-efficacy; Teachers' technical readiness; Teachers' empathy; Teachers' responsiveness; Students' sensory requirements; Students' engagement and Students' satisfaction. Research design; data and methodology: The researcher used multistage sampling techniques to select the sample. A questionnaire survey was conducted among 500 undergraduates from Xihua University in Chengdu; China. Cronbach's Alpha was used to assess the reliability; while skewness and kurtosis tests evaluated data normality. Confirmatory Factor Analysis (CFA) was performed to ensure the model.s validity and; and Structural Equation Modeling (SEM) was used to assess model fit and test hypotheses. Results: The results explicated that teachers' self-efficacy and teachers' technical readiness have significant influence on students' engagement. Teachers' self-efficacy; teachers' technical readiness; teachers' responsiveness; teachers' empathy; students' sensory requirements and students' engagement have significant influence on students' satisfaction. Conclusions: Eight hypotheses were proven to fulfil the research objectives. Universities are suggested to continuously enhance teachers' self-efficacy and online teaching techniques; while also prioritizing students' reactions and emotional well-being. Additionally; fostering students' engagement in online teaching can effectively improve students' satisfaction with online teaching; ultimately leading to better learning outcomes. |
