Online Learning Engagement and Gains Among International Students in China

Yumeng Li

doi:10.54097/7gvx5012

Authors

Yumeng Li

DOI:

https://doi.org/10.54097/7gvx5012

Keywords:

Online learning engagement, Learning gains, International Students.

Abstract

This study utilized learning engagement, learning participation and constructivism theories in analyzing the online learning engagement of international students in China. Drawing on the more comprehensive CCSS questionnaire developed by scholars on the basis of NSSE-CHINA, this study collected data on the online learning engagement among international students in China and their learning gains through online questionnaires. The researcher integrated the data through using descriptive statistics. The empirical results of this study show that most of the international Chinese students agree on their online learning engagement with behavior as the highest, followed by social, cognitive and emotional as the lowest; majority of the respondents agree on their learning gains with attitude learning as the highest, followed by knowledge and skills; that there is highly significant relationship between online learning engagement of students and their learning gains; meaning, when the behavior, social, cognitive and emotional learning engagement of the students are high or positive, their attitude, knowledge and skills are also positively influenced. As a result of the study, the researcher proposed an action plan for the students’ online learning engagement enhancement.

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