China Vocational and Technical School Online Course 
Satisfaction Survey: A Case Study of a Vocational and 
Technical College in Hainan

Siyuan Guo

doi:10.70711/rcha.v3i10.8307

China Vocational and Technical School Online Course Satisfaction Survey: A Case Study of a Vocational and Technical College in Hainan

Siyuan Guo

Abstract

With the advancement of social sciences and the enhancement of educational quality, online courses have seen rapid expansion
across major universities. Improving student engagement and learning experiences in online courses has become a key focus for institutions
and educators. This study, conducted at a vocational college in Hainan Province, investigates challenges faced by students through questionnaire surveys. The research aims to propose effective strategies to enhance course satisfaction, thereby promoting modernization of teaching
methodologies and advancing educational digitalization.

Keywords

Online courses; Course satisfaction; Higher education institutions

Full Text:

PDF

Included Database

References

[1] Ma Yonghong, Zhang Le, Li Kaiyu, Yu Miaomiao. Survey Analysis of Satisfaction with Full-Time Professional Degree Graduate Educa-

tion: Insights from Graduates of Selected National Key Universities [J]. Higher Education Exploration, 2015, 15(12):89-98.

[2] Ma Hongliang. The Concept and Characteristics of Online Courses [J]. Journal of Sichuan Normal University, 2001, 01(06):63-65.

[3] Wen Jing. Student Learning Satisfaction: The Core of Higher Education Quality Assessment [J]. Educational Research, 2015,

15(01):420.

[4] Wang Zhuli. Relevance Theory and New Constructivism: From Connectivity to Innovation. Journal of Distance Education, 2011,

11(5):34-40.

[5] Wang Boran. A Study on Student Learning Achievement Satisfaction in the Project-Based Learning Model of College English: A Social

Constructivist Perspective. Journal of Northeastern University, 2012, 12(09):461-466.

[6] He Kehang. Design and Development of Modern Educational Technology and High-Quality Online Courses [J]. Chinese University

Teaching, 2005, 05(01):16-21.

[7] Qian Yong, Mao Haibo. Analysis of Factors in MOOC Learning Behavior Based on the UTAUT Model [J]. Research on Electro-Education, 2016, 16(06):4348.

[8] Yuan Songhe, Qiu Chongguang. The Impact of Relevance-Based Learning Theory on Distance Education [J]. Modern Distance Education, 2010, 10(5):19-25.

DOI: http://dx.doi.org/10.70711/rcha.v3i10.8307

Refbacks

There are currently no refbacks.