| With the continuous advancement of Internet,online learning becomes one of the main learning forms and develops rapidly in global higher education.Especially these years,online learning scale becomes larger and the scope becomes wider.Therefore,more scholars pay attention to studying different influential factors on online learning satisfaction.These scholars try to achieve higher-quality online learning to accelerate global education informatization.As a result,the concept of online learning satisfaction gradually permeates most academic fields.To give more appropriate suggestions and more targeted implications for English major students,the influential factors on English majors’ online learning satisfaction are explored and discussed in the thesis.In the thesis,research background is firstly introduced from the following two aspects: national policy orientations and development needs in Shanxi Province.Then research development history at abroad and home are discussed by summarizing literature and works.The past 23-year history of foreign research development is divided into two major stages: research before 2020 and research after 2020.In addition,the past 13-year development history in China is divided into three major stages: the initial period,the rising period,and the outbreak period.Through comparative analysis,comments on the existing research are presented and references for future studies are provided.On the basis of above,"Online Learning Satisfaction Questionnaire for English Majors" is formulated.The questionnaire includes four parts: surveys of personal information and use information,surveys of influential factors from different dimensions,surveys of online overall satisfaction and surveys of students’ opinions.Through surveys of 317 English majors in Shanxi Province,the online learning differences between English major undergraduate and graduate students are shown in detail.It is found that obvious use differences exist in students at different learning stages in terms of online learning time,learning equipment,learning modes,learning platforms and many other aspects.Then the correlations between influential factors from different dimensions and online overall satisfaction are explored through Pearson correlation analysis.And it is presented that interaction and curriculum dimensions have the biggest impacts on English majors’ online learning satisfaction,followed by student and platform dimensions.While teacher dimension has the smallest impacts.In addition,through open-ended questions in the fourth part of questionnaire,English majors’ views on different online course types are summarized and the valuable suggestions for future online education are collected.Finally,according to results,research implications are expounded in detail.Meanwhile,research limitations are pointed out and suggestions for future studies are put forward. |
