The Impacts of Perceived Teacher Support on the Cooperative Learning Engagement for the K12 Internet Education in China : the Mediation Effect of Study Motivation



Bi, Lei (2021) The Impacts of Perceived Teacher Support on the Cooperative Learning Engagement for the K12 Internet Education in China : the Mediation Effect of Study Motivation. Masters thesis, Tunku Abdul Rahman University College.

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“Internet education” is breaking the traditional “school education” based education system and represents the development direction of education in the future (Lu 2019). Many venture capital and internet education enterprises have focused on the e-learning business, regard it as “the last blue ocean of the Internet”. However, many online education companies are at a loss in China as the high cost of customer acquisition is still a pain point. How to improve the retention rate has become a key problem for the survival and even profitability of the major internet education companies. Regarding the research on internet education how to improve the retention rate, the learning effect of internet education platform users is mainly affected by technical and non-technical factors. However, limited attention was paying on online group learning or cooperative learning engagement (Huang and Huang 2017). A survey involving 470 students who are in the Grade three of senior middle school and have purchased online courses from the internet education compan in China was performed. The data collected are then analysed using Statistical Product and Service Solution (SPSS) and SmartPLS. The study employed the Self-Determination Theory and stimulus-Organism-Response Model (SOR) model which served as the starting point to develop the conceptual model. The effects of the perceived teacher effort, student learning motivation and perceived procedural justice on cooperative learning engagement were evaluated in this study. The results of the study have shown that the more academic and personal support the learners perceived, the better they could adapt themselves socially and psychologically at school, and the better they could perform in their group learning (Yu and Singh 2018). In addition, if students perceive the higher level of procedural justice, they have high cooperative learning engagement caused by teacher support; and then the situation will be opposite. With the understanding of the perceived teacher support is so important for the cooperative learning engagement, cooperative learning model is established for the interaction between tutors and students, for HR recruitment and future training to identify the abilities of internet tutors. Generally, this study is only limited to tutors and students in tutorial center not in schools. Further research is recommended to explore how teachers and students in schools conducting internet education. Also, the generalizability of the study may be limited as the teaching of schools and tutorial center are separated. For the same knowledge points, the methods of schools and tutorial center are different sometimes, which is a kind of pressure for students. Further studies could explore how teachers in schools and tutorial center cooperate through the internet to help students study online and offline.

Item Type: Thesis / Dissertation (Masters)
Subjects: Education > Education (General)
Education > Theory and practice of education > Primary Education
Education > Theory and practice of education > Secondary Education. High schools
Faculties: Faculty of Accountancy, Finance & Business > Master of Business Administration (MBA)
Depositing User: Library Staff
Date Deposited: 15 Apr 2021 06:01
Last Modified: 06 Apr 2022 07:09