Abstract
AbstractThe large-scale online teaching during the COVID-19 epidemic is different from the past, as remote real-time synchronous interaction has been realized in most regions. Under the new situation, this study investigated how interactions affect student satisfaction in online courses considering the correlation between interactive external factors and individual psychological factors based on the constructivist learning theory. A total of 2,685 undergraduate students who had online learning experience during the COVID-19 epidemic were surveyed. Structural equation modeling was used to examine the direct link between instructional interaction and student satisfaction in online courses as well as indirect links through task value and online learning self-efficacy. Results indicate as this: (1) Online interaction contributes to student satisfaction both directly and indirectly, and the total indirect effect is greater than the direct one. (2) Among the indirect effects, online interaction can enhance student satisfaction both through the sequential chain mediating effect of task value and self-efficacy and through the separate mediating effect of task value and self-efficacy. Results suggest that great importance should be attached to the role of psychological factors such as task value and self-efficacy when constructing interactive mode in online courses.KeywordsOnline coursesInstructional interactionStudent satisfaction in online learningChained mediation model
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