Online Learning Beliefs, Literacy, and Engagement Among Chinese University Students

Abstract – The rapid adoption of online learning platforms in Chinese universities necessitates a comprehensive understanding of student experiences. This study explores online learning beliefs, literacy, and engagement among Chinese university students. We examine their attitudes, perceptions of effectiveness, and online learning skill development. Additionally, the study investigates factors influencing student motivation and participation in online environments.

The findings highlight a general consensus among students regarding online learning: its accessibility, the learning environment it fosters, and the level of social engagement it facilitates. Interestingly, student profiles (gender, year of study, major) did not significantly influence these beliefs. However, a crucial positive relationship was identified between the three core variables – beliefs, literacy, and engagement. This suggests that stronger positive beliefs about online learning translate to better online learning literacy and a higher level of engagement with online learning platforms.