Authors: Jinan Jia
Addresses: School of Humanities, Shanghai Normal University, Shanghai, 200234, China; School of Foreign Languages, Inner Mongolia University for Nationalities, Tongliao, 028000, China
Abstract: Studies on e-learning behaviours of undergraduates are of great significance to improve the quality of e-learning. With e-learning behaviours in the course cross-cultural communications offered for students majoring in International Economy and Trade of the International Scholarly Exchange Curriculum (ISEC) program launched by an ethic university in China as the object, this paper collects students' e-learning behaviour data during the learning process and concludes that there is strong utilitarian element and weak interactivity with e-learning. Students lack the awareness of reflective learning. There is significant difference in learning hours among students, with a considerable portion of the hours being allocated to homework. Content of courses on the e-teaching platform is not pertinent. This study provides suggestions to improve e-learning behaviours of undergraduates in terms of course resources, external and internal monitoring of e-leaning, teacher-student interaction and assessment system optimisation. E-learning environments should be improved and more online courses should be provided. External and internal monitoring over e-learning should be enhanced to foster independent learning capabilities. Communications between students and teachers should be encouraged to better the e-learning quality.
Keywords: improvement strategy; learning behaviour analysis; blended teaching.
International Journal of Continuing Engineering Education and Life-Long Learning, 2021 Vol.31 No.3, pp.325 - 337
Received: 31 Mar 2019
Accepted: 14 Oct 2019
Published online: 27 Apr 2021 *