Research Article
A Study on the Effect of Online Course Adaptability Design on Students’ Learning Performance
@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
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.