Abstract
Students’ active learning behavior determines learning performance. In post-COVID-19 period, Online Merging Offline (OMO) method become a common way of university students’ learning. However, at present, there are few studies in active learning behavior in the OMO mode. Combined with learning satisfaction and Technology Acceptance Model (TAM), this paper proposes an Online Active Learning (OAL) Model to predict the influencing factors of college students’ active learning behavior and then analyzes the differences between OMO model and pure online model by multi-group analysis (MGA) based on the model. The designed questionnaire was distributed, and a total of 498 valid questionnaires were collected. Using SmartPLS to analyze partial least squares structural equation modeling (PLS-SEM) and MGA, it is found that: (1) there are differences in the influencing factors of active learning between OMO and pure online model; the moderating effect of learning complaint in OMO mode is not established, and social isolation and age does not affect active learning in OMO mode; (2) learning quality, perceived ease of use, expectation, perceived usefulness, and social isolation indirectly affect active learning through learning satisfaction in both OMO model and pure online model; (3) learning satisfaction is an important mediating variable affecting active learning; and (4) learning complaints will negatively regulate the relationship between learning satisfaction and active learning only in pure online model. According to these findings, the paper provides theoretical and practical implementation suggestions implications for OMO teaching and OAL to ensure the expected learning outcome.
Highlights
The COVID-19 has brought about great changes to education
Based on the above analysis, the hypothesis proposed in this paper is: H1: Learning satisfaction has a positive impact on online active learning
Supported by learning satisfaction theory and Technology Acceptance Model (TAM), this study constructs a conceptual model of online active learning, to explore the effects of social isolation, expectation, learning quality, perceived ease of use, and perceived usefulness on learning satisfaction, and to test the mediating effect of learning satisfaction and the moderating effect of learning complaint, and to compare the differences of these factors in Online Merging Offline (OMO) mode and online mode
Summary
The COVID-19 has brought about great changes to education. Compared with the traditional classroom face-to-face teaching, more and more schools organize and carry out teaching in Online Merging Offline (OMO) mode (Huang et al, 2021), and students have gradually shifted from classroom learning to the mixed mode of offline and online learning. Since the outbreak of the COVID-19, under the situation of insufficient overall educational preparation and changes in classroom characteristics, there are few studies on the performance of students’ online active learning. After the COVID-19 situation improved, the school reopened, teachers and students returned to school, and the OMO teaching mode was gradually accepted by most teachers (Huang et al, 2021) OMO mode advocates student-centered learning, where students’ learning space expands from physical classroom to online classroom, and provides students with flexible learning resources and methods, supporting students’ personalized learning (Yang et al, 2019, 2021). The results are presented, and the differences of influencing factors of active learning between OMO mode and pure online mode are discussed, and guidance for OMO teaching in the post-COVID-19 era are proposed. The paper concludes the strategies to promote active learning by OMO mode and an outlook toward future research directions
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