Procrastination predicts online self-regulated learning and online learning ineffectiveness during the coronavirus lockdown.

During the lockdown due to SARS-CoV-2 (coronavirus lockdown), there has been a tremendous increase in the number of students taking online courses. Few studies, however, have examined the individual dispositions that influence self-regulated online learning during the coronavirus lockdown. To address this gap, the present study explored the ineffectiveness of online learning and examined how it can be predicted by self-regulated online learning and participants' procrastination disposition. Data of 433 participants were collected and subjected to confirmatory factor analysis with structural equation modeling. The results indicated that procrastination is negatively related to 6 sub-constructs of self-regulated online learning: task strategy, mood adjustment, self-evaluation, environmental structure, time management, and help-seeking. These sub-constructs were negatively related to the learners' perceived ineffectiveness of online learning. However, the relationship between perceived learning ineffectiveness and environmental structure or help-seeking was weaker than that with task strategy or mood adjustment, indicating that the latter two subtypes of self-regulated online learning should be considered before students engage in online learning.

Chemical Profiles and Protective Effect of Hedyotis diffusa Willd in Lipopolysaccharide-Induced Renal Inflammation Mice.

Protective effect of Hedyotis diffusa (H. diffusa) Willd against lipopolysaccharide (LPS)-induced renal inflammation was evaluated by the productions of cytokines and chemokine, and the bioactive constituents of H. diffusa were detected by the ultra-fast liquid chromatography-diode array detector-quadrupole-time of flight mass spectrometry (UFLC-DAD-Q-TOF-MS/MS) method. As the results showed, water extract of H. diffusa (equal to 5.0 g/kg body weight) obviously protected renal tissues, significantly suppressed the productions of tumor necrosis factor-α (TNF-α), interleukin (IL)-1ß, IL-6, and monocyte chemoattractant protein (MCP)-1, as well as significantly promoted the production of IL-10 in serum and renal tissues. According the chemical profiles of H. diffusa, flavonoids, iridoid glycosides and anthraquinones were greatly detected in serum from H. diffusa extract treatment mice. Two main chemotypes, including eight flavonoids and four iridoid glycosides were found in renal tissues from H. diffusa extract treatment mice. The results demonstrated that water extract of H. diffusa had protective effect on renal inflammation, which possibly resulted from the bioactive constituents consisting of flavonoids, iridoids and anthraquinones.

A social network analysis of college students' online learning during the epidemic era: A triadic reciprocal determinism perspective.

The way in which college students learn online has dramatically altered due to the COVID-19 pandemic. Using the triadic reciprocal determinism (TRD) theory, this study aimed to identify the key factors influencing college students' online learning experience through sentiment analysis, text mining, and social network analysis (SNA). Macro- and micro-level parsing was conducted on the SNA model, which was divided into core, mantle, and shell layers to determine the most influential factors in the core layer. This study found that learners' personal factors, learning behaviors, and related elements in the online learning environment significantly influenced the learning outcomes of college students enrolled in online courses. Additionally, this study explored the distribution of SNA model elements in the mantle and peripheral shell layers, which also impact the online learning experience of college students. Overall, this study provides a comprehensive overview of the various factors affecting college students' online learning experience, and highlights the importance of considering these factors when designing online learning environments for college students.

The Causes, Counseling, and Prevention Strategies for Maladaptive and Deviant Behaviors in Schools.

Governments, organizations, and schools around the world are committed to creating a safe and friendly campus environment to ensure students' high-quality comprehensive development and to cultivate positive mental and physical health states [...].

A study on Taiwan's vocational senior high school teachers' teaching identity and teaching transformation when facing a new competency-based curriculum.

Introduction: The competency of education is advocated in the 2023 United Nations Sustainable Development Goals. UNESCO encourages countries to provide inclusive, equitable, competency education and lifelong learning opportunities for all. Starting from 2019, 12-Year-Basic-Education, a new curriculum, was fully implemented in Taiwan to conform to the competency education strategy. For the teachers on site, teachers' understanding of the new curriculum and teaching practice has a direct impact on the competency of the implementation of this new policy. The main purpose of this study was to explore the relationship between vocational senior high school teachers' competency-oriented teaching, teaching identity and teaching transformation regarding this new curriculum. Methods: In order to effectively expand teachers' understanding of competency-oriented teaching identity, this study put forward 6 hypothetical approaches based on the implicit theory of teaching transformation. The 747 valid questionnaires accounted for 97.1% of the total recovered questionnaires. The reliability and validity analyses, as well as overall model fitting analysis and research model validation were performed on these valid questionnaires. Results: The results of the study showed: (1) With the background of Competency-oriented teaching, teachers' teaching attitude and teaching willingness has a positive impact on teaching identity; (2) teachers' teaching identity has a positive impact on teaching preparation, teaching practice, further study, three types of teaching transformation. In summary, three conclusions from this study were concluded on the aspects of teaching preparation, teaching practice and further study on practical competency-oriented teaching, teaching identity and teaching transformation in the educational field. Conclusion: Three conclusions were derived for the relationships among these six constructs: (1) Teachers with a "good attitude" and "strong willingness" to teach, a "high sense of identification" acceptance and full implement of "teaching preparation" are considered as teachers with a "foresight and a visionary predictive style"; (2) Teachers with a high sense of self-awareness who can fully practice "teaching practice" are teachers with a "pragmatic teaching by example style"; (3) Teachers with a "good attitude," a "strong willingness" to teach, a "high sense of identification" acceptance and who are able to fully practice "advanced research" are considered as teachers with an "empowerment-enhancing coaching style".

Antecedents and outcomes of cyberbullying among Chinese university students: verification of a behavioral pathway model.

Introduction: Cyberbullying is a commonly-seen and hotly-debated social topic around the globe. This negative behavior is the source of many disastrous events, and so leading government bodies, organizations, schools and social communities attach great importance to addressing this topic. However, there is still much work to do in order to be clear about the causes of cyberbullying. Methods: The previous research cases were mostly viewed from the victims' perspectives; however, there is no comprehensive understanding of the perpetrators' viewpoints. Therefore, based on Social Cognitive Theory (SCT) and analysis of discussion in the literature, the following six variables were chosen as the focus of this study: overconfidence, excessive moral sense, cyberbullying, perceived value, happiness, and continued cyberbullying intention. This study established a research model of continued cyberbullying intention, which was verified by Structural Equation Modeling. In order to achieve the aims of the study, Chinese university students with an average age of 20.29 (SD = 1.43) were recruited as participants, from whom 1,048 valid questionnaires were collected. Results: The research results are as follows: 1. Overconfidence and excessive moral sense positively predicted cyberbullying behaviors; 2. Overconfidence positively predicted excessive moral sense; 3. Cyberbullying positively predicted perceived value and sense of happiness; and 4. Perceived value and sense of happiness positively predicted continued cyberbullying intentions. Conclusion: Students' biased self-perception significantly predicts their cyberbullying behaviors and continued cyberbullying intention. What is more, it is interesting to learn that perpetrators will continue to exhibit cyberbullying behaviors when they believe that what they do (cyberbullying) is valuable or allows them to experience positive feelings; this requires our attention.

What do they Need?-The academic counseling needs of students majoring in art and design in a higher vocational college in China.

Students in higher vocational education are always encountering various challenges. The way they attempt to conquer these challenges influences their success in achieving their academic goals. With the development of the times, the needs of students in China's vocational colleges to cope with challenges are also changing. In order to understand the changing needs of these students to cope with the challenges, based on Trautwein and Bosse's academic counseling demand model and Knowles's demand theory, this study adopted semi-structured interviews, key event collection methods, and purposive sampling to select 12 students of different grades majoring in art and design in a higher vocational college in Guangzhou, China. With reference to related studies on the key academic needs of students, interview outlines were designed, interviews were conducted, and coding and analysis were performed. Students' experiences were categorized according to learning-related, individual, organization, and social constructs. The study results showed that the academic counseling needs of China's higher vocational art and design students mainly focused on the learning-related construct, such as understanding the courses and course systems they were majoring in, setting and realizing academic goals, coping with setbacks, pressure and other students' comprehensive evaluation. This was followed by dealing with personal and financial issues, building social circles and peer relationships, and so on. Therefore, for students to overcome challenges and achieve academic goals, it is helpful to strengthen the collaboration between professional teachers and counselors, the influence of peers, the focus on academic consulting work related to learning, and to explore and carry out guidance on students' individual needs in higher vocational colleges.

[Changes of CCK-8, CGRP, SP, and VIP in the colon and the lung tissue of allergic asthma model rats: an experimental observation].

OBJECTIVE: To observe changes of cholecystokinin octapeptide (CCK-8), calcitonin gene related peptide (CGRP), substance P (SP), and vasoactive intestinal peptide (VIP) in each tissue of the digestive system of allergic asthma (AA) model rats. METHODS: The pulmonary disease (AA) rat model was duplicated by 1% ovalbumin. Its effect on the pathological morphology of the six main parts of the digestive system (stomach, duodenum, jejunum, ileum, colon and rectum) and related regulating factors such as CCK8, CGRP, SP, and VIP were observed. RESULTS: The pathological morphology of the lung was synchronously changed as that of the colon of model rats. But there was no obvious change in the stomach, duodenum, jejunum, ileum, or rectum. Significant changes occurred in CCK8 (79 961.4 +/- 12 577.9, 48 519.5 +/- 12 240.7), CGRP (41 950.1 +/- 12 600.1, 38 059.8 +/- 11 942.4), and SP (88 243.9 +/- 32 177.2, 47 417.8 +/- 16 462.4), and VIP (20 711.4 +/- 7 334.6, 43 208.1 +/- 13 433.8) of the lung tissue and the colon tissue of model rats (P < 0. 05, P < 0.01). But there was no significant change in the aforesaid substances of the stomach, duodenum, jejunum, ileum and rectum (P > 0.05). CONCLUSIONS: Pulmonary disease might affect the colon, inducing pathological changes of the colon tissue and changes of related regulating factors such as CCK8, CGRP, SP, and VIP. It showed no significant effect on the stomach, duodenum, jejunum, ileum and rectum.

The Relation between Intergroup Contact and Subjective Well-Being among College Students at Minzu Universities: The Moderating Role of Social Support.

Although Minzu universities provide a platform for communication for college students from all ethnic groups, the multi-ethnic communication pattern could influence students' well-being. To improve the well-being of these minority college students, this study analyzed the impact of intergroup contact on subjective well-being, as well as the moderating role of social support. Through a cross-sectional investigation, 860 valid data were collected from the Ningxia Hui Autonomous Region. The results found that the quantity of intergroup contact, the quality of intergroup contact, and the global intergroup contact could positively predict the subjective well-being of students at Minzu universities. Social support had a positive moderating effect. That is, the stronger the social support, the stronger prediction it had on subjective well-being from the quantity of intergroup contact, the quality of intergroup contact, and the global intergroup contact among college students at Minzu universities. Therefore, based on the methods of increasing contact opportunities, improving contact quality, and enhancing social support, Minzu universities can increase the interaction among students from all ethnic groups and so, further improve the subjective well-being of college students.

The effects of online game addiction on reduced academic achievement motivation among Chinese college students: the mediating role of learning engagement.

Introduction: The present study aimed to examine the effects of online game addiction on reduced academic achievement motivation, and the mediating role of learning engagement among Chinese college students to investigate the relationships between the three variables. Methods: The study used convenience sampling to recruit Chinese university students to participate voluntarily. A total of 443 valid questionnaires were collected through the Questionnaire Star application. The average age of the participants was 18.77 years old, with 157 males and 286 females. Statistical analysis was conducted using SPSS and AMOS. Results: (1) Chinese college students' online game addiction negatively affected their behavioral, emotional, and cognitive engagement (the three dimensions of learning engagement); (2) behavioral, emotional, and cognitive engagement negatively affected their reduced academic achievement motivation; (3) learning engagement mediated the relationship between online game addiction and reduced academic achievement motivation.

Integration of Shangshan culture into the STEAM curriculum and teaching: results of an interview-based study.

Introduction: Interdisciplinary science, technology, engineering, arts, and mathematics (STEAM) courses are a popular trend in international education than can help inculcate creativity in students. Although STEAM courses have been widely promoted in China, they are generally unsustainable because they are merely imitations of European and American courses and lack Chinese humanistic factors; a close integration between disciplinary ideas and thinking levels is also lacking. C-STEAM, which is designed to pass down China's culture, is a form of STEAM education with local Chinese characteristics that are focused on integrating interdisciplinary knowledge with the thought process oriented toward cultural heritage. Methods: In this study, an innovative higher vocational college course with C-STEAM interdisciplinary principles was constructed, with art and design as the framework, and with the integration of Chinese local culture. Semi-structured interviews were conducted to sample 12 learners from a total of 90 students in the experimental class of the C-STEAM course. The study aimed to provide a deeper understanding of the effectiveness of taking a Packaging Design course combined with C-STEAM from multiple perspectives. After the interviews, based on the BAO model, coding statistics and thematic analysis were conducted to understand the learners' beliefs, actions, and outcomes after taking the course, and their plans for acquiring C-STEAM interdisciplinary knowledge and learning Chinese local culture. Results: The integration of the Shangshan culture () into the Packaging Design course proved the importance and significance of adding C-STEAM to the art design course, which helped us understand the specific feelings of students after completing the course and gain a deeper understanding of the changes in their knowledge and skills and their learning effects. Discussion: Integrating C-STEAM education into courses related to art and design is highly warranted to encourage students to apply their interdisciplinary knowledge to artistic exploration and creation. Moreover, to effectively develop a curriculum system with local characteristics, teachers should provide more opportunities for students to explore and learn C-STEAM in the future, and integrate multiple elements into their teaching. In general, a cultural perspective-based interdisciplinary education helps facilitate the creative transformation of traditional Chinese culture.

The Effects of Using Virtual Reality on Thai Word Order Learning.

Thai has its own unique spelling system and grammatical rules. Its word order is quite different from that of Mandarin and English, thus making it more difficult for students in Taiwan to learn. Past studies also point out that learning word order is one of the most difficult aspects when learning foreign languages. As science and technology advance, emerging technologies have been widely applied in foreign language learning. This research aims to explore the effect of using a multi-language VR learning assessment system on assisting Thai learners to learn grammatical word order, and to investigate the correlates between Thai self-efficacy, Thai language anxiety, word order learning retention, and task value of VR learning. In order to accomplish this purpose, we invited Thai learners who took Thai courses in the continuing education division of a national university in northern Taiwan to participate in a 5-week teaching experiment, during which the participants were asked to practice Thai word order for 20 min. They were administered a questionnaire to fill out after five weeks of practice and were tested for retention one month after the experiment. A total of 84 valid questionnaires were collected, with an effective return rate of 93.3%. Of the respondents, 30 were male (35.7%), and 54 were female (64.3%). The data were subjected to item analysis, reliability and validity analysis, and then underwent PLS-SEM for research model validation. The results revealed that: (1) Thai language self-efficacy was positively related to learning retention and task value; (2) Thai language anxiety was negatively related to learning retention and task value; (3) Learning retention was positively related to the task value of learning and continuous usage intention.

The Association of Short-Video Problematic Use, Learning Engagement, and Perceived Learning Ineffectiveness among Chinese Vocational Students.

Short videos are very popular among students, but the immersive nature of the software makes them prone to problematic use and even addiction. Internet addiction, including short-video problematic use, has been a hot topic in recent years due to the COVID-19 epidemic. However, there are few empirical studies that have explored the effects of short-video problematic use on students. Thus, vocational colleges in China were recruited to participate in this study. There were 1089 effective participants, with a valid recall rate of 90.8%. This included 466 male students (42.8%) and 623 female students (57.2%), with a mean age of 19.19 years (standard deviation of 1.07 years). Five hypotheses were proposed and validated by structural equation modeling within the framework of ecological systems theory and engagement theory to explore the association of short-video problematic use, three types of learning engagement, and perceived learning ineffectiveness. Research findings showed that: (1) short-video problematic use has a negative effect on behavioral engagement; (2) behavioral engagement has a positive effect on both emotional and cognitive engagement; and (3) emotional and cognitive engagement have a negative effect on perceived learning ineffectiveness. According to the results, it can be seen that short-video problematic use has a detrimental effect on students' learning experiences, so teachers and parents need to pay attention to the negative effects of excessive use among students.

A study on the influencing factors and response strategies for young teachers from Taiwan to teach in universities in China: a push-pull-mooring model perspective.

Introduction: A growing number of Taiwanese teachers are choosing to teach at universities in mainland China, but their jobs are not always stable. Therefore, this study aims to investigate the factors infuencing young teachers from Taiwan to teach in universities in China. Methods: Twenty-seven young teachers from Taiwan with master's or doctoral degrees who were willing to apply to work at universities in China and who were already teaching in China were invited to conduct in-depth interviews to collect research data.The interview data were coded and analyzed according to the Push-Pull-Mooring (PPM) Model. Results and discussion: The results showed that the understanding of mainland Chinese universities among young Taiwanese teachers is not entirely consistent. Taiwanese teachers who previously studied in mainland China have a more comprehensive understanding of mainland Chinese universities, and some teachers have gained a superfcial understanding through academic exchanges between the two sides and information shared by friends.However,still,7% of the teachers have no understanding at all. Most young Taiwanese teachers indicate that they do not understand the talent recruitment policies of mainland Chinese universities. The push factors that infuence young teachers from Taiwan to teach at mainland universities are: Oversupply of teachers in Taiwan, poor environment for higher education in Taiwan, poor articulation of the cross-strait academic system, and four aspects of teacher retirement and re-employment in Taiwan. The pull factors are: Benefcial policies, salary, living environment, educational advantages and cultural dissemination in 5 areas. Mooring factors are divided into 3 aspects: personal factors, environmental factors and social factors.

The Relationship between Short Video Flow, Addiction, Serendipity, and Achievement Motivation among Chinese Vocational School Students: The Post-Epidemic Era Context.

Since the COVID-19 outbreak, people have been spending more time in the online world because of restrictions on face-to-face communication due to epidemic prevention controls. This has also brought the issue of Internet addiction, including the overuse and negative effects of short videos, to the forefront of attention. Past research has found that Internet addiction has a negative impact on well-being. However, there is a special concept of positive emotion called "serendipity" (). Serendipity provides a small, fleeting but positive experience, yet it is often associated with negative perceptions from an outside perspective. However, the relationship between short video addiction and serendipity is not yet known. Based on this, a theoretical model was developed in the context of the I-PACE model. To understand the relationship between short video addiction and serendipity among college students, in this study, we conducted snowball sampling and distributed online questionnaires using the Wenjuanxing platform. The target population of the questionnaire distribution was vocational college students in China, of whom 985 valid study participants responded, yielding a valid return rate of 82.1%. Of the respondents, 410 (41.6%) were male and 575 (58.4%) were female. The results were as follows: a. short video flow had a positive relationship with serendipity, a negative relationship with achievement motivation, and a positive effect on short video addiction; b. short video addiction had a positive effect on serendipity and a negative effect on achievement motivation; and c. serendipity had a negative impact on achievement motivation. This shows that short video addiction, like other Internet addictions, can have a negative impact on students' learning.

Predicting the Learning Avoidance Motivation, Learning Commitment, and Silent Classroom Behavior of Chinese Vocational College Students Caused by Short Video Addiction.

As short video addiction has gradually become an emerging Internet behavioral addiction, its negative impacts on the student population have been noticed and cannot be ignored. Based on a literature review, this study referred to the person-process-content framework and drew on the ecosystem theory to define the relationship between short video addiction, learning avoidance motivation, learning commitment, and silent classroom behavior by using structural equation modeling. This study recruited 1000 participants from Chinese vocational colleges to fill out questionnaires. With an effective recovery rate of 94.6%, there were 946 effective study participants comprising 445 males (47%) and 501 females (53%). After it was confirmed that the data passed the reliability and validity tests, structural equation model analysis was carried out. The study results showed that short video addiction was positively correlated with learning avoidance motivation, but negatively correlated with learning commitment; on the other hand, study avoidance motivation was negatively correlated with learning commitment, but positively correlated with silent classroom behavior. Meanwhile, there was a negative correlation between learning commitment and silent classroom behavior. As a result, the negative correlation between short video addiction and learning behavior needs attention from parents and teachers.

The Impacts of Work-Life Balance on the Emotional Exhaustion and Well-Being of College Teachers in China.

UN Sustainable Development Goal 3 states that "Ensuring healthy lives and promoting well-being at all ages is essential to sustainable development." The sustainable well-being of college teachers deserves attention. Currently, college teachers in China are facing enormous challenges and pressures, which may increase their emotional exhaustion (EE) and hinder the sustainable development of their well-being (WB). Therefore, this study examined Chinese college teachers' well-being in relation to their work-life balance (WLB) and EE. An online survey was conducted. The valid subjects included 586 college teachers (367 females, 62.6%). We assessed their WLB, EE, and WB. The results revealed that among the Chinese college teachers, (1) WLB was negatively correlated with EE, but positively correlated with WB; EE was negatively correlated with WB; (2) EE partially mediated the relationship between WLB and WB; and (3) College teachers who are male, class tutors, and in public colleges scored higher on EE and lower on WLB and WB than those who are female, non-class tutors, and in private colleges, respectively. The findings indicated that WLB is an important factor for the sustainable development of the well-being of college teachers, and special attention should be paid to college teachers who are male, class tutors, and in public colleges in China.

The Impact of Empowering Leadership on Preschool Teachers' Job Well-Being in the Context of COVID-19: A Perspective Based on Job Demands-Resources Model.

The COVID-19 epidemic in the early 2020s is making a big difference for educators around the world. For the past 2 years, the curriculum and working patterns have been overturned in response to this epidemic, which has brought unprecedented challenges and physical and mental stress to preschool teachers. This situation can have a drastic impact on the acquisition of job well-being for preschool teachers. During this special time, the leader's management style will also influence the psychological feelings of the organization's staff. For example, empowering leadership is an important management function that empowers subordinates, emphasizes the meaning of work, promotes participation in decision-making, and expresses confidence. Therefore, in the current COVID-19 pandemic context, it is worthwhile to explore the topic of empowering leadership to ensure preschool teachers' well-being, by balancing work demands and work resources in a way that facilitates a sense of organizational support and reduces job stress, while relatively fewer studies have been conducted on the relationship between preschool teachers' job well-being in the context of the COVID-19 pandemic. Based on this, this study proposed a research model from the theoretical perspective of the Job Demands-Resources Model to explore the influence of empowering leadership, sense of organizational support, and job stress on preschool teachers' job well-being in the context of the COVID-19 pandemic. To achieve the purpose of this study, a convenience sampling method was used to invite 500 preschool teachers in China to complete a questionnaire survey, and after removing invalid samples and data with incomplete answers, reliability and validity analyses and model fit tests were conducted, followed by a structural equation modeling method for path analysis. The results of the study showed that (1) in the kindergarten work context, empowering leadership showed a significant negative effect on job stress, but a significant positive effect on job well-being and a significant positive effect on sense of organizational support. (2) Sense of organizational support had a significant negative effect on job stress but a significant positive effect on preschool teachers' job well-being. (3) Preschool teachers' job stress and job well-being showed a significant negative effect. The contribution of this study was to explore the relationship between understanding leadership empowerment and preschool teachers' job well-being in the context of the COVID-19 pandemic based on the Job Demands-Resources Model, which will facilitate educational organizational contexts to empower preschool teachers to work harder to reduce their job stress as well as enhance their sense of organizational support and promote the acquisition of job well-being.

The Effectiveness of Inquiry and Practice During Project Design Courses at a Technology University.

Among the many teaching methods, inquiry-based teaching is considered to be an effective way for students to learn and solve problems on their own. However, most of the research related to inquiry-based teaching and learning has concentrated mainly on K-12 education, while few to no studies have focused on the application of inquiry-based teaching and learning in project design courses at university level. Therefore, in order to expand the understanding of the application effect of inquiry-based teaching at university level, this study adopted the quasi-experimental design method, and through the purposive sampling method, 20 students from the Department of Fashion Design at a University of Science and Technology were invited to participate in this study. During the 9-month period, teaching experiments were carried out using two inquiry models, QC/ADEAC and QD/ODEAC. First, when participants were thinking of a creative topic, they followed the process: Question (Q), Collection/Analysis (C/A), Discussion (D), Explanation (E), Amendment (A), and Confirmation (C) in the course. During the production process, the participants were allowed to improve on their work through the process of Question (Q), Doing/Observation (D/O), Discussion (D), Explanation (E), Amendment (A), and Confirmation (C). The teacher became a true guide, so that the participants could explore and work out how to improve their designs through independent inquiry and practice. In this study, questionnaires were administered to participants at five important stages of the design project: "theme development," "color development," "first Work," "second Work," and "third Work." The results of the five surveys showed that the participants' curriculum interest, curriculum value perception, and curriculum confidence in the inquiry program all increased.

The Relationship Among Expectancy Belief, Course Satisfaction, Learning Effectiveness, and Continuance Intention in Online Courses of Vocational-Technical Teachers College Students.

Since the beginning of year 2020, when the whole world were undergoing the COVID-19 epidemic, all schools were lockout and classes were suspended until e-learning was rushed to be online for students to continue their learning, including the students in China. Although many studies had discussed the effectiveness of online learning from many different points of views, it still remained many uncertainties on the qualities of distance learning, especially when under the circumstances of rush and students' involuntary learning. This manuscript attempted to determine whether students' learning expectation reach the qualities of distance learning or not. In this manuscript, the snowball sampling method was adopted to have 356 students who studied at vocational-technical teachers' college in China. Based on the expectation confirmation theory and its model, five hypotheses were proposed to construct a research model to determine relationship between student's expectancy belief, course satisfaction, learning effectiveness, and continuous learning intention when facing the dilemma of classes suspended but learning continues, learning online during this ongoing pandemic. The results of this study showed that: (1) The expectancy value belief were positively related with theoretical course satisfaction, but negatively related with practical course satisfaction; (2) Theoretical course satisfaction and practical course satisfaction were positively related with learning effectiveness; and (3) Learning effectiveness was positively related with continuance to learn. In addition, three factors influencing the most on the qualities of theoretical course were environmental interference such as surrounding noises, poor internet connection, and poor absorption of learning contents, respectively, while three factors influencing the most on the qualities of practical course were inaccessible to practice, poor absorption of learning content, and lack of practical materials, respectively. Based on the results analyzed, this study suggested schools and teachers focused on how to improve the qualities and to reduce or prevent any disturbances to the class given to fulfill students' class expectation first and then to ensure students' learning effectiveness and intention to continuous learning.