Back Issues 11-20
A STUDY OF THE EFFECTS OF MODES OF COURSE INSTRUCTION ON STUDENTS’ LEARNING MOTIVATION AND OUTCOMES
A STUDY OF THE EFFECTS OF MODES OF COURSE INSTRUCTION ON STUDENTS’ LEARNING MOTIVATION AND OUTCOMES
Xiao Ying Zhang
School of Finance and Economics,
Hainan Vocational University of Science and Technology, China
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Xue Wang
School of Foundational Education,
Hainan Vocational University of Science and Technology, China
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Ling Pan
School of Finance and Economics,
Hainan Vocational University of Science and Technology, China
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Yuan Cheng Chang
Department of Education Management,
China-Asean International College, Dhurakij Pundit University, Thailand
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Abstract
This study aimed to investigate the effects of the mode of online course instruction on the learning motivation and outcomes of university students. Self-efficacy was used as the mediator so that teachers could understand whether students’ learning motivation could improve their learning outcomes through self-efficacy so as to provide a reference for the reform of the modes of instruction in universities, and as well for teachers in their instruction in the future. The research subjects were 5 universities in Hainan offering online courses. There were 425 returned effective questionnaires, which were analyzed and validated using structural equation modeling (SEM). The findings showed that under the mode of online course instruction, students’ learning motivation and self-efficacy had positive effect on their learning outcomes. At the same time, their positive learning motivation could strengthen their perceived self-efficacy, which in turn improve their learning outcomes. Thus, this verified that the mode of online course instruction can indeed elicit students’ learning motivation, facilitating their performance and outcomes in learning.
Key words: Online Instructional Mode, Learning Motivation, Self-efficacy, Learning Outcomes
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