Enhancing Learning Outcomes and Self-Efficacy through Online Learning Interactions: A Comprehensive Study on College Students in China

Abstract

This study investigates the impact of online learning interactions on learning outcomes and self-efficacy among college students in China, focusing on the mediating role of perceived satisfaction. Utilizing the theoretical frameworks of social constructivism and Moore's interaction model, the research explores the dynamics between instructor-learner, learner-learner, and learner-content interactions and their subsequent effects on students' academic achievements and self-confidence. A quantitative research approach was employed, using a survey distributed to 384 students from Chinese art colleges, and data analysis was conducted through partial least squares structural equation modeling (PLS-SEM). The findings reveal that online learning interactions significantly influence learning outcomes and self-efficacy, highlighting the critical role of active participation and engagement in the digital learning environment. Additionally, perceived satisfaction mediated the relationship between online learning interactions and self-efficacy but not between interactions and learning outcomes. This study contributes to understanding how digital pedagogies can be optimized to enhance educational experiences and outcomes, providing valuable insights for educators, policymakers, and stakeholders in higher education. The research underscores the importance of fostering engaging online learning environments that support students' academic and personal growth.