Predicting Chinese University Students’ E-Learning Acceptance and Self-Regulation in Online English Courses: Evidence From Emergency Remote Teaching (ERT) During COVID-19

A growing concern for online course learning is to what extent learners are concentrated and self-regulated when they are isolated from their classmates and instructors. To address this issue, this study collected both quantitative and qualitative data from a sample of 580 Chinese university learner...

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Auteurs principaux:	Sijing Zhou, Yu Zhou, Huiling Zhu
Format:	article
Langue:	EN
Publié:	SAGE Publishing 2021
Sujets:	History of scholarship and learning. The humanities AZ20-999 Social Sciences H
Accès en ligne:	https://doaj.org/article/4564f5bd94dc47798f215053756b8708
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spelling	oai:doaj.org-article:4564f5bd94dc47798f215053756b87082021-12-02T02:04:05ZPredicting Chinese University Students’ E-Learning Acceptance and Self-Regulation in Online English Courses: Evidence From Emergency Remote Teaching (ERT) During COVID-192158-244010.1177/21582440211061379https://doaj.org/article/4564f5bd94dc47798f215053756b87082021-11-01T00:00:00Zhttps://doi.org/10.1177/21582440211061379https://doaj.org/toc/2158-2440A growing concern for online course learning is to what extent learners are concentrated and self-regulated when they are isolated from their classmates and instructors. To address this issue, this study collected both quantitative and qualitative data from a sample of 580 Chinese university learners from varied majors, who were taking online English courses in Emergency Remote Teaching (ERT) mode during COVID-19. This study identified specific psychological and contextual factors that impact learners’ e-learning acceptance and online self-regulation, based upon Technology Acceptance Model (TAM). Learners’ actual use of three sub-processes of self-regulated strategies, namely, goal setting, task strategies, and self-evaluation was also examined. Partial least squares (PLS)-structural equation modeling (SEM) technique was used to test hypotheses and proposed research model. The quantitative results indicate that media richness, as a contextual factor, and social presence and flow, as two typical psychological factors, are determining antecedents that impact Chinese learners’ e-learning acceptance. Meanwhile, quantitative findings show that learners’ behavioral intention to use e-learning is a main contributor of their use of all three sub-processes of self-regulated learning strategies. Furthermore, thematic analysis was conducted to study the qualitative data, revealing that learners held rather divided and mixed perceptions regarding online learning experience. These findings have important implications for effective online English course design and implementation.Sijing ZhouYu ZhouHuiling ZhuSAGE PublishingarticleHistory of scholarship and learning. The humanitiesAZ20-999Social SciencesHENSAGE Open, Vol 11 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	History of scholarship and learning. The humanities AZ20-999 Social Sciences H
spellingShingle	History of scholarship and learning. The humanities AZ20-999 Social Sciences H Sijing Zhou Yu Zhou Huiling Zhu Predicting Chinese University Students’ E-Learning Acceptance and Self-Regulation in Online English Courses: Evidence From Emergency Remote Teaching (ERT) During COVID-19
description	A growing concern for online course learning is to what extent learners are concentrated and self-regulated when they are isolated from their classmates and instructors. To address this issue, this study collected both quantitative and qualitative data from a sample of 580 Chinese university learners from varied majors, who were taking online English courses in Emergency Remote Teaching (ERT) mode during COVID-19. This study identified specific psychological and contextual factors that impact learners’ e-learning acceptance and online self-regulation, based upon Technology Acceptance Model (TAM). Learners’ actual use of three sub-processes of self-regulated strategies, namely, goal setting, task strategies, and self-evaluation was also examined. Partial least squares (PLS)-structural equation modeling (SEM) technique was used to test hypotheses and proposed research model. The quantitative results indicate that media richness, as a contextual factor, and social presence and flow, as two typical psychological factors, are determining antecedents that impact Chinese learners’ e-learning acceptance. Meanwhile, quantitative findings show that learners’ behavioral intention to use e-learning is a main contributor of their use of all three sub-processes of self-regulated learning strategies. Furthermore, thematic analysis was conducted to study the qualitative data, revealing that learners held rather divided and mixed perceptions regarding online learning experience. These findings have important implications for effective online English course design and implementation.
format	article
author	Sijing Zhou Yu Zhou Huiling Zhu
author_facet	Sijing Zhou Yu Zhou Huiling Zhu
author_sort	Sijing Zhou
title	Predicting Chinese University Students’ E-Learning Acceptance and Self-Regulation in Online English Courses: Evidence From Emergency Remote Teaching (ERT) During COVID-19
title_short	Predicting Chinese University Students’ E-Learning Acceptance and Self-Regulation in Online English Courses: Evidence From Emergency Remote Teaching (ERT) During COVID-19
title_full	Predicting Chinese University Students’ E-Learning Acceptance and Self-Regulation in Online English Courses: Evidence From Emergency Remote Teaching (ERT) During COVID-19
title_fullStr	Predicting Chinese University Students’ E-Learning Acceptance and Self-Regulation in Online English Courses: Evidence From Emergency Remote Teaching (ERT) During COVID-19
title_full_unstemmed	Predicting Chinese University Students’ E-Learning Acceptance and Self-Regulation in Online English Courses: Evidence From Emergency Remote Teaching (ERT) During COVID-19
title_sort	predicting chinese university students’ e-learning acceptance and self-regulation in online english courses: evidence from emergency remote teaching (ert) during covid-19
publisher	SAGE Publishing
publishDate	2021
url	https://doaj.org/article/4564f5bd94dc47798f215053756b8708
work_keys_str_mv	AT sijingzhou predictingchineseuniversitystudentselearningacceptanceandselfregulationinonlineenglishcoursesevidencefromemergencyremoteteachingertduringcovid19 AT yuzhou predictingchineseuniversitystudentselearningacceptanceandselfregulationinonlineenglishcoursesevidencefromemergencyremoteteachingertduringcovid19 AT huilingzhu predictingchineseuniversitystudentselearningacceptanceandselfregulationinonlineenglishcoursesevidencefromemergencyremoteteachingertduringcovid19
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Predicting Chinese University Students’ E-Learning Acceptance and Self-Regulation in Online English Courses: Evidence From Emergency Remote Teaching (ERT) During COVID-19

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