The Impact of Teacher Support and Learning Interaction on Online Learning Continuation Willingness: A Flow Experience Perspective

Authors

  • Ying Gu Yangzhou Polytechnic Institute
  • Chenchen Song Yangzhou university
  • Yifan Zhong Curtin University
  • Ubaldo Comite University Giustino Fortunato

DOI:

https://doi.org/10.3991/ijet.v17i17.34029

Keywords:

learning interaction, flow experience, online learning, continuation willingness

Abstract


With the deep integration of Internet technology into online education in recent years, the online education model has gained increasing recognition, while there has also been a problem with students' lack of interest in continuing their online education. Using the structural equation model as an analytical tool, this paper starts from three aspects, learning interaction, teacher support, and flow experience, and studies the influencing factors of online learning continuation willingness, and constructs a theoretical model of these factors to understand students' continuation willingness to learn online and the mechanism of related influencing factors. The findings of the study demonstrate that the continuation willingness of online learning is affected by learning interaction and teacher support via the mediation effect of flow experience.

Cover iJET Vol. 17 No. 17 (2022)

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Published

2022-09-08

How to Cite

Gu, Y. ., Song, C., Zhong, Y. ., & Comite, U. . (2022). The Impact of Teacher Support and Learning Interaction on Online Learning Continuation Willingness: A Flow Experience Perspective. International Journal of Emerging Technologies in Learning (iJET), 17(17), pp. 78–89. https://doi.org/10.3991/ijet.v17i17.34029

Issue

Vol. 17 No. 17 (2022)

Section

Papers

License

Copyright (c) 2022 Ying Gu, Chenchen Song, Yifan Zhong, Ubaldo Comite

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