An Empirical Study on Whether Online Lesson Satisfaction Is Enhanced by the Mediating Role of Academic Performance or Whether Academic Performance Is Enhanced by the Mediating Role of Online Lesson Satisfaction
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Abstract
In 2020, due to coronavirus, most educational institutions have been conducting remote, that is, non-face-to-face classes. Unlike face-to-face classes, non-face-to-face classes are a specific educational approach in which lectures are conducted online using software and electronic devices. Students' academic performance and online lesson satisfaction is extremely important for them. Accordingly, it is important to investigate students' academic performance and online lesson satisfaction. This research conducted an empirical study targeting Chinese university students. The focus was on their online lecture fit as a means of improving academic performance and satisfaction with online lectures. This research addressed the two key points to improve academic performance and online lecture satisfaction. We investigated whether online lecture fit enhanced academic performance through the mediating role of online lecture satisfaction. We also investigated whether online lecture fit enhanced online lecture satisfaction through the mediating effect of academic performance. According to this, the main purpose is to provide a clearer mediating process through these two points. The results of this study not only emphasize the importance of online lecture fit, but also identify the role of enhancing academic performance and online lecture satisfaction. Finally, practical implications are presented through the results of empirical analysis and future research directions are also discussed.
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