应力降低
面子(社会学概念)
心理学
面对面
还原(数学)
压力(语言学)
计算机科学
应用心理学
社会学
数学
社会科学
哲学
语言学
几何学
认识论
作者
Soochan Choi,Zhen Li,Kittipong Boonme,Ren He
出处
期刊:Journal of international education in business
[Emerald (MCB UP)]
日期:2024-04-30
标识
DOI:10.1108/jieb-09-2023-0064
摘要
Purpose The outbreak of COVID-19 significantly disrupted educational activities and forced universities to rapidly transition from the traditional face-to-face (F2F) environment to online learning formats. The purpose of this paper is to examine the effects of self-directed learning (SDL) on three instructional modalities (F2F, online and HyFlex) among emerging adults. The authors propose that class interaction enjoyment serves as a channel to understand how SDL relates to students’ satisfaction and stress reduction. Design/methodology/approach An online survey was distributed to the emerging adults, aged 18–25, at six universities across five different US states. Construct validity and reliability were tested by using confirmatory factor analysis. The moderated mediation relationship was examined by calculating the indirect effects of each course delivery format. Findings The results show that the positive indirect effect of SDL on stress reduction via interaction enjoyment was stronger for F2F classes. In addition, the positive indirect effect of SDL on class satisfaction via interaction enjoyment was stronger for HyFlex classes. Originality/value This literature has shown contradictory results: the effects of SDL on student satisfaction and stress reduction prove to be sometimes positive, sometimes non-significant. To better understand this relationship, the authors aim at a mediating variable – enjoyment of class interaction – as a mechanism, and a moderating variable – the instructional modality – as a boundary condition. This research contributes to emerging adults learning literature by involving the interplay among SDL, enjoyment of class interaction and the instructional modality.
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