Research on Influencing Factors of College Students’ Online Learning Effectiveness and Satisfaction Based on the Structural Equation Model

Abstract

This study aims to develop a model elucidating the factors influencing the effectiveness and satisfaction of online learning for college students. Employing structural equation model analysis and empirical research, the paper explores the interaction paths, degrees of association, and influence mechanisms between various elements and the effectiveness and satisfaction of e-learning. Three significant prospective variables were identified, including knowledge construction, teacher-student interaction, and information processing, along with 32 observed variables. A questionnaire was formulated based on these observed variables, and professionals were requested to review and finalize the formal questionnaire. The study population comprises 389 online college students from diverse schools and majors utilizing Chinese institutions’ MOOC online learning platforms. Selected through deliberate random sampling, these students have engaged in online study for over a year. Statistical analysis using SPSS 24.0 and model testing, refinement, and production using AMOS 24.0 revealed key findings: 1. Knowledge construction, teacher-student interaction, and information processing significantly and positively impact online learning for college students. 2. Clear positive associations exist with direct positive correlations. 3. Variances in learning effects and student satisfaction are noted between geographies and school types. 4. Specific learning differences are observed between male and female students. Based on these findings, educators are advised to define teachers’ roles in online learning, nurture students’ information processing and knowledge construction abilities, design diverse course resources and interaction modes, optimize information software and hardware facilities, and create a supportive external environment to offer substantive guidance and support.