Abstract
This study examined the relationships between the role of the instructor and university students’ learning outcomes in cloud-based classrooms during the COVID-19 (coronavirus disease 2019) pandemic. The results of an online survey of 7,210 university students in mainland China revealed that the students’ perceived learning outcomes and learning satisfaction were positively related to instructor innovation and negatively related to instructor performance. Instructional support was positively related to the students’ perceived learning outcomes but not directly related to their learning satisfaction. The students’ academic self-efficacy mediated the influence of instructional support and instructor innovation on their perceived learning outcomes and learning satisfaction. The results contribute to knowledge of the role instructors play in facilitating students’ learning outcomes in higher education and suggest ways to improve the learning environment and learning outcomes, especially in cloud-based virtual classrooms.
Highlights
The learning environment, whether traditional or cloud-based, is a significant determinant of students’ learning process and outcomes (Eom et al, 2016; Al-Samarraie and Saeed, 2018)
The positive influence of academic self-efficacy (ASE) on students’ learning outcomes and learning satisfaction has been extensively researched, and the results have indicated that ASE may be a causal, mediating, or moderating factor explaining the relationship between ASE and the academic performance of university students (Honicke and Broadbent, 2016)
Based on the factor structure determined by exploratory factor analysis (EFA), AMOS 22.0 was used to carry out confirmatory factor analysis (CFA) of the latent variables
Summary
The learning environment, whether traditional or cloud-based, is a significant determinant of students’ learning process and outcomes (Eom et al, 2016; Al-Samarraie and Saeed, 2018). Under the guidance of China’s Ministry of Education, cloud-based e-learning has served as a substitute for the traditional classroom or the blended learning environment since late February 2020. This reflects a change from forced online learning to the “new normal” e-learning environment (Parmigiani et al, 2019; Pham and Ho, 2020). This study aimed to address these questions by exploring the influence of instructors on undergraduate students’ learning in the cloud-based virtual classroom in mainland China
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