PDF(Pubmed)
Abstract：
UNASSIGNED: This study investigates the interplay between Online Learning Self-Efficacy (OLSE), Informal Digital Learning of English (IDLE), student engagement in online classes, and the mediating effect of Social Presence (SP) among intermediate Chinese English as a Foreign Language (EFL) students. The research sample consisted of 389 participants enrolled in online English courses within a chain of language schools.
UNASSIGNED: Data collection involved the use of validated scales to assess OLSE, IDLE, SP, and online student engagement. Structural Equation Modeling (SEM) was employed for data analysis.
UNASSIGNED: The findings revealed direct influences of OLSE and SP on online student engagement. Additionally, IDLE exhibited a positive impact on online student engagement, with a partial mediation effect through SP. This suggests that informal digital English learning significantly contributes to students\' engagement in online classes, with this influence being facilitated by the sense of social presence experienced by students during virtual interactions.
UNASSIGNED: This research underscores the importance of OLSE, IDLE, and SP in shaping student engagement within online learning environments. The results highlight that fostering informal digital English learning can enhance students\' active participation in online courses, with SP serving as a key mediator in this relationship. These insights provide valuable guidance for educators and institutions seeking to improve student engagement in online educational settings.
UNASSIGNED: Data collection involved the use of validated scales to assess OLSE, IDLE, SP, and online student engagement. Structural Equation Modeling (SEM) was employed for data analysis.
UNASSIGNED: The findings revealed direct influences of OLSE and SP on online student engagement. Additionally, IDLE exhibited a positive impact on online student engagement, with a partial mediation effect through SP. This suggests that informal digital English learning significantly contributes to students\' engagement in online classes, with this influence being facilitated by the sense of social presence experienced by students during virtual interactions.
UNASSIGNED: This research underscores the importance of OLSE, IDLE, and SP in shaping student engagement within online learning environments. The results highlight that fostering informal digital English learning can enhance students\' active participation in online courses, with SP serving as a key mediator in this relationship. These insights provide valuable guidance for educators and institutions seeking to improve student engagement in online educational settings.
摘要：
■本研究调查了在线学习自我效能(OLSE)之间的相互作用，英语非正式数字学习（IDLE）学生参与在线课程，以及社会存在（SP）在中国中级英语作为外语（EFL）学生中的中介作用。研究样本包括389名参与者，他们在一系列语言学校中注册了在线英语课程。
■数据收集涉及使用经过验证的量表来评估OLSE，慢车,SP,和在线学生参与。采用结构方程模型(SEM)进行数据分析。
■研究结果揭示了OLSE和SP对在线学生参与的直接影响。此外,IDLE对在线学生参与表现出积极的影响，通过SP具有部分调解作用。这表明，非正式的数字英语学习显著有助于学生参与在线课程，学生在虚拟互动过程中体验到的社会存在感促进了这种影响。
■这项研究强调了OLSE的重要性，慢车,和SP在在线学习环境中塑造学生的参与度。结果强调，促进非正式的数字英语学习可以增强学生对在线课程的积极参与，SP在这种关系中充当关键中介。这些见解为寻求提高学生在在线教育环境中的参与度的教育工作者和机构提供了宝贵的指导。
■数据收集涉及使用经过验证的量表来评估OLSE，慢车,SP,和在线学生参与。采用结构方程模型(SEM)进行数据分析。
■研究结果揭示了OLSE和SP对在线学生参与的直接影响。此外,IDLE对在线学生参与表现出积极的影响，通过SP具有部分调解作用。这表明，非正式的数字英语学习显著有助于学生参与在线课程，学生在虚拟互动过程中体验到的社会存在感促进了这种影响。
■这项研究强调了OLSE的重要性，慢车,和SP在在线学习环境中塑造学生的参与度。结果强调，促进非正式的数字英语学习可以增强学生对在线课程的积极参与，SP在这种关系中充当关键中介。这些见解为寻求提高学生在在线教育环境中的参与度的教育工作者和机构提供了宝贵的指导。
