The influence of online educational platform management on participator’s self-efficacy in China
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Abstract
This present research aims to analyze the influence of online educational platform management towards the participator’s self-efficacy in the context of online teaching and learning in China. A theoretical model was developed based on the theories of social exchange behavior, technology acceptance model and expectation confirmation model to determine whether such factors as educational content’s quality, educational platform system quality and online interaction directly affect Chinese students’ information cognition requirements such as perceived usefulness, expectation confirmation and self-efficacy, which was tested using preliminary statistical analysis through online data collection from a sample of 339 responders in China. Furthermore, Structural Equation Modeling analysis was used to test the hypotheses of this present study, and the results showed that all factors of online educational platform management directly, indirectly and totally effects on Chinese students’ self-efficacy in the online learning environment, which were used to develop the final research model. Practical implications regarding the improvement of online education management system are discussed as well as how the online learning could help students achieve greater self-efficacy. Importantly, this research also addresses the recommendations and limitations conducted with Chinese online educational participators in different educational institutions are presented at the end of the paper.
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