Learning Attitudes Towards and Learning Experiences in Online Teaching During the Pandemic

Abstract

Many problems with online teaching during the COVID-19 pandemic need to be solved: the unidirectional transmission of information, the immaturity of teaching platforms, the alienation in time and space between teachers and students, and the students’ inconsistent learning conditions. By taking a quantitative and qualitative approach, this study explored the factors that impact students’ learning attitudes and learning experiences in real-time online teaching, with the purpose of improving students’ learning and future online teaching. The results show that the average scores of university students’ learning attitudes and learning experiences in real-time online learning are higher than the standard scores. Moreover, significant differences have been found in gender, the availability of independent learning space, the parents’ requirements, discipline, and grade. Online teaching has increased students’ academic workload and brought great challenges to students’ attention, self-regulated learning abilities, as well as physical and mental health.