A Comparative Study On Offline And Online Learning Engagement Of Overseas Students In The Post-epidemic Context

The measurement of learning engagement has become one of the persuasive indicators for evaluating teaching quality in higher education.Based on the theory of learning engagement,this study took undergraduate students majoring in Teaching Chinese as a Second Languages as the sample to understand the differences between offline and online learning engagement,explore the influencing factors of the differences in learning engagement,and put forward suggestions for the factors hindering learning engagement of international students.The research adopted a combination of questionnaire survey,interviews with teachers and students,and statistical analysis.In the early stage of the study,31 valid samples were collected from the questionnaire survey of undergraduate students majoring in Teaching Chinese as a Second Languages with offline and online learning experience.In the middle of the study,SPSS software was used to conduct descriptive statistics on the differences between offline and online learning engagement of students,and targeted interviews were conducted with 10 students and 5 teachers.In the later stage of the study,the independent sample T-test and other methods were used to analyze the difference factors.Combined with the interview content,the influencing factors of offline and online learning engagement of overseas students were deeply explored,and finally the research results were formed.Studies shows that the overall level of offline learning investment of international students in this major is higher than online,Among the five dimensions,Active Collaborative Learning,Student-Faculty Interaction,and Supportive Campus Environment are significantly different between offline and online,and Level of Academic Challenge and Enriching Educational Experience is less different between offline and online.At the same time,the specific indicators of each dimension are also different.The study found that gender,age,enrollment year,and online learning time had significant effects on academic challenge,active collaborative learning,student-faculty interaction,and enriching educational experiences.Combined with teacher-student interviews,the main influencing factors are as follows:(1)Environmental factors:network conditions,multinational jet lag,classroom environment,family factors,etc.(2)Teacher factors: classroom interaction,teaching content,and teaching time.(3)Peer factors.(4)Individual factors: learning motivation,learning psychology,information literacy,self-efficacy,etc.In view of the factors influencing the difference between offline and online learning engagement of international students,this study puts forward the following suggestions:(1)International students need to take the initiative to improve their independent learning ability and Chinese information literacy;(2)Teachers should improve teaching design and performance evaluation methods,enhance online student-teacher interaction and emotional care,and improve teacher-student network conditions and classroom experience;(3)Colleges and universities should pay attention to the psychological needs of international students,enrich the categories of online activities,open up and integrate Chinese learning resources and platforms,form an online scholarship evaluation system,and improve the support of the campus environment;(4)Majors should strengthen academic research on online learning for international students,and improve the A training system for professional international students to establish an online learning community for Chinese teachers and students.