Literaturnachweis - Detailanzeige
| Autor/inn/en | Xiao, Meng; Tian, Zeyang; Xu, Wei |
|---|---|
| Titel | Impact of Teacher-Student Interaction on Students' Classroom Well-Being under Online Education Environment |
| Quelle | In: Education and Information Technologies, 28 (2023) 11, S.14669-14691 (23 Seiten)Infoseite zur Zeitschrift
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| Zusatzinformation | ORCID (Xiao, Meng) ORCID (Xu, Wei) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1360-2357 |
| DOI | 10.1007/s10639-023-11681-0 |
| Schlagwörter | College Students; Teacher Student Relationship; Interaction; Well Being; Electronic Learning; Distance Education; Classroom Environment; Acoustics; Student Experience |
| Abstract | The students' classroom well-being of college students has been widely concerned in online education researches. In order to implement effectively online education in colleges and universities, based on person-context interaction theory, this study investigates a theoretical model of the impact of teacher-student interaction, sound richness, sound pleasure, perceived ease of use and perceived usefulness on students' classroom well-being. By surveying 349 college students receiving online education, the research hypotheses are tested by the structural equation model approach. Research results show that: teacher-student interaction, sound richness, sound pleasure, perceived ease of use and perceived usefulness appreciably improve students' classroom well-being, the sound richness and the students' perceived ease of use can moderate the effect of teacher-student interaction on students' classroom well-being. Finally some pedagogical implications are discussed. (As Provided). |
| Anmerkungen | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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