Proceedings of the 4th International Conference on Education, Knowledge and Information Management, ICEKIM 2023, May 26–28, 2023, Nanjing, China

Research Article

A Study on the Effect of Online Course Adaptability Design on Students’ Learning Performance

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  • @INPROCEEDINGS{10.4108/eai.26-5-2023.2337234,
        author={Qiwei  Zhou and Ye  Sun and Jingyu  Wang and Yunfeng  Zhang},
        title={A Study on the Effect of Online Course Adaptability Design on Students’ Learning Performance},
        proceedings={Proceedings of the 4th International Conference on Education, Knowledge and Information Management, ICEKIM 2023, May 26--28, 2023, Nanjing, China},
        publisher={EAI},
        proceedings_a={ICEKIM},
        year={2023},
        month={9},
        keywords={course adaptability design; learning performance; openness to experience; identifi-cation regulatory motivation},
        doi={10.4108/eai.26-5-2023.2337234}
    }
    
  • Qiwei Zhou
    Ye Sun
    Jingyu Wang
    Yunfeng Zhang
    Year: 2023
    A Study on the Effect of Online Course Adaptability Design on Students’ Learning Performance
    ICEKIM
    EAI
    DOI: 10.4108/eai.26-5-2023.2337234
Qiwei Zhou1, Ye Sun2, Jingyu Wang3,*, Yunfeng Zhang2
  • 1: Ocean University of China
  • 2: Macao Polytechnic University
  • 3: University of International Business and Economics
*Contact email: wjy1234wjy@126.com

Abstract

Online teaching has become prevalent nowadays. The effectiveness of online learning is the focus of teachers’ attention in content design and curriculum quality monitoring. Drawing from Self-determination theory, from the perspective of students’ identifica-tion regulatory motivation and personality of openness to experience, this paper dis-cusses how curriculum content adaptability design affects students’ learning willingness and capability. Through the longitudinal investigation of 93 students’ learning in a course throughout the semester, the empirical results show that the content adaptability design of the course has a positive impact on students’ learning performance, and students’ identification regulatory motivation mediates the relationship. Furthermore, students’ openness to experience strengthens the relationship between content adapta-bility design and identification regulatory motivation. This study aims to provide ideas for improving students’ online learning effectiveness.