WEB-BASED LEARNING ENVIRONMENT AND EFFECTIVENESS OF ZOOM CLASSES: THE MODERATING ROLE OF TEACHER ATTITUDE IN ONLINE SETTING

Abstract

The aim of this study was to determine the impacts of web-based learning environment (WBLE), online interaction quality (OIQ) and technology-based learning (TBL) on the effectiveness of Zoom classes (EC) for Chinese students during the Coronavirus disease 2019 (COVID-19) pandemic. Teacher attitude (TA) in the online setting was also included as a moderator in the relationship amongst WBLE, OIQ, TBL and EC. In this quantitative study, data were collected from 326 Chinese students, the analysis of which suggested significant and positive impacts of WBLE, OIQ and TBL on EC. The moderation of TA in the online setting was significant and positive for the relationships between WBLE and EC and between TBL and EC. However, the moderation of TA in the online setting between OIQ and EC was insignificant. Two novel variables, TA in the online setting and EC, were considered. This research is valuable for policy making regarding the effective design and planning of web- and technology-based learning environments to enhance the effectiveness of online classes for students around the world. The study is, however, limited to five variables. Therefore, future researchers are also recommended to consider the impacts of proactive personality and Internet self-efficacy.

Keywords: Web-based Learning Environment; Zoom Classes; Teacher Attitude; Online Setting