In response to the Covid-19 pandemic, online learning has been carried out in many countries with different types of online learning models being promoted and implemented. In the global pandemic continues, the education environment is forced to change from traditional classroom or blended teaching mode to online learning teaching model. With the outbreak of COVID-19, China was the first to announce that online courses are to be implemented in February 2020. In China, whether online learning can replace traditional offline teaching (...) has become a topic worth discussing. Therefore, this study investigates university students in China by questionnaires and discussions of this topic. The study is based on the Push–Pull Mooring model. Based on 854 valid responses collected from an online survey questionnaire, structural equation modeling was employed to examine the research model. The results show that push effects, pull effects, and mooring effects all significantly influence users' switching intentions from offline to online learning platform. Finally, this study explores whether push–pull–mooring can be a reference for promoting and implementing online learning courses in Chinese colleges and universities in the future after the pandemic. (shrink)

Mathematics is an important foundation for the development of science education. In the past, when instructors taught mathematical concepts of geometry shapes, they usually used traditional textbooks and aids to conduct teaching activities, which resulted in students not being able to understand the principles completely. Nowadays, it has become a trend to integrate emerging technologies into mathematics courses and to use digital instructional aids. Emerging technologies can effectively enhance students’ sensory experience while strengthening their impressions and understandings of subject concepts. (...) In this paper, we apply virtual reality immersive technologies to develop a “virtual reality immersive learning mathematics geometry system,” which is used to teach mathematical geometry concepts. Teachers use the system to develop three basic mathematical geometry learning materials: “Triangular pyramid volume = 1/3 prism volume,” “Cone volume calculation,” and “Triangle center of gravity derivation.” In the experimental activity, the teacher uses virtual reality teaching aids to guide students to learn mathematical geometry concepts in a fun way so that they can achieve the effectiveness of immersive learning. This study explores the impact of using the virtual reality immersive learning mathematics geometry system on students’ technology acceptance, learning motivations, and learning performance. The experimental result showed that using the virtual reality immersive learning mathematics geometry system can improve the learning motivation and learning performance of students. The findings indicated that the experimental group had better learning outcomes after completing the learning tasks of three geometric units. The experimental group used the virtual reality immersive learning mathematics geometry system which can lead to better learning outcomes. According to the ARCS questionnaire, students in the experimental group were confident to understand new subjects. At the same time, the mode of completing the game can effectively give students a sense of accomplishment. The use of emerging technologies in the classroom can be an attractive learning mode for students. (shrink)

In order for higher education to provide students with up-to-date knowledge and relevant skillsets for their continued learning, it needs to keep pace with innovative pedagogy and cognitive sciences to ensure inclusive and equitable quality education for all. An adequate implementation of flipped learning, which can offer undergraduates education that is appropriate in a knowledge-based society, requires moving from traditional educational models to innovative pedagogy integrated with a playful learning environment (PLE) supported by information and communications technologies (ICTs). In this (...) paper, based on the design-based research, a task-driven instructional approach in the flipped classroom (TDIAFC) was designed and implemented for two groups of participants in an undergraduate hands-on making course in a PLE. One group consisting of 81 students as the experimental group (EG) received flipped learning instruction, and another group of 79 students as the control group (CG) received lecture-centered instruction. The EG students experienced a three-round study, with results from the first round informing the customized design of the second round and the second round informing the third round. The experimental results demonstrated that students in the EG got higher scores of summative tests and final scores than those in the CG. In particular, students’ learning performance in three domains (i.e., cognitive, affective, and psychomotor) differ significantly between the two groups. (shrink)

With the change in the location of school education from the classroom to the home during the COVID-19 outbreak, there should be more educational caregiving from children’s parents when children learn online. Parental involvement in children’s online learning including study guide and psychological counseling is the specific content of educational caregiving, which is different from face-to-face learning. More attention should be paid to parental involvement and parents’ satisfaction with the online learning effect. This study therefore conducted a survey on middle (...) school students’ parents to establish a moderating model, exploring the influence of parental involvement on parent satisfaction, and the number of children and parental education level as the moderator variables influencing parental involvement. The results show that there is a significant positive correlation between parental involvement and satisfaction, while the parental education level and the number of children both have a moderating effect on the relationship between parental involvement and parent satisfaction. The moderating effect of the education level of parents shows negative, while the moderating effect of the number of children is positive. An interesting finding is that the number of children has a very low influence on parental involvement. (shrink)

In recent years, learning materials have gradually been applied to flipped classrooms. Teachers share learning materials, and students can preview the learning materials before class. During class, the teacher can discuss students' questions from their notes from previewing the learning materials. The social media platform Facebook provides access to learning materials and diversified interactions, such as sharing knowledge, annotating learning materials, and establishing common objectives. Previous studies have explored the effect of flipped classrooms on students' learning engagement, attitudes, and performance. (...) In this paper, we apply educational data mining to explore the relationship between students' viewing behaviors in accessing learning materials and their performance in flipped classrooms. The participants are classified into an experimental group and a control group to engage in flipped classroom activities. The experimental group uses the social media platform Facebook for flipped learning, and the control group uses a learning management system for flipped learning. The results show that there is a significant difference in the learning performance between the two groups, with the average score of the experimental group being higher than that of the control group. Furthermore, we find that the viewing behaviors and performance of the students within the experimental group differ significantly. (shrink)