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  • Purpose: This study investigates Chinese college students' satisfaction with using e-learning systems and its influences on their sense of online classroom community in synchronous, asynchronous, or a blend of both synchronous and asynchronous online course format during the COVID-19 pandemic. Methods: A total number of 307 college students were recruited with 270 usable responses from a southeastern university in China. E-learner satisfaction measurement and Classroom Community Scale (both with a 5-point Likert-type scale) were used as the instruments to investigate the research questions. Descriptive statistical analysis and multiple regression analysis were conducted in SPSS. Results: Results of the analysis show that Chinese college students' satisfaction of using the e-learning system regarding the learner interface, learning community, content, and personalization positively impacts their sense of online classroom community no matter in synchronous, asynchronous, or a blend of both synchronous and asynchronous online course format. Implications: A well-developed e-learning system would enhance students' sense of online classroom community. Specifically, the user interface, interaction, content arrangement, and personalization should be focused on when developing the e-learning system. (xsd:string)
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?:dateModified
  • 2020 (xsd:gyear)
?:datePublished
  • 2020 (xsd:gyear)
?:doi
  • 10.5281/zenodo.4256511 ()
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  • en (xsd:string)
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?:issn
  • 2654-0274 ()
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  • 2 (xsd:string)
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  • E-learners' satisfaction as predictors of online classroom community (xsd:string)
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  • Zeitschriftenartikel (xsd:string)
  • journal_article (en)
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  • GESIS-SSOAR (xsd:string)
  • In: Journal of Contemporary Education Theory & Research, 4, 2020, 2, 12-19 (xsd:string)
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?:urn
  • urn:nbn:de:0168-ssoar-70470-3 ()
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  • 4 (xsd:string)