New ways of learning, subject lecturer support, study engagement, and learning satisfaction: an empirical study of an online teaching experience in Hong Kong

• Published in: Education and information technologies Vol. 28; no. 8; pp. 10581 - 10592
• Main Authors: Chan, Simon. C.H., Lee, Hazel
• Format: Journal Article
• Language: English
• Published: New York Springer US 01.08.2023; Springer; Springer Nature B.V
• Subjects: Cognitive style; Communication; Communication (Thought Transfer); Computer Appl. in Social and Behavioral Sciences; Computer Science; Computers and Education; Education; Educational Change; Educational Innovation; Educational Needs; Educational Technology; Electronic Learning; Employees; Flexibility; Foreign Countries; Hypotheses; Influence of Technology; Informal Education; Information Systems Applications (incl.Internet); Information Technology; Instructional Materials; Interpersonal Relationship; Learner Engagement; Learning; Lifelong Learning; Literature Reviews; Methods; Online Courses; Online instruction; Postsecondary Education; Process controls; Professional Autonomy; Role Conflict; Smartphones; Social Support Groups; Student Attitudes; Student Experience; Student Motivation; Student Satisfaction; Students; Teachers; Teaching; Teaching Experience; Telecommuting; Teleworking; Time; Undergraduate Students; User Interfaces and Human Computer Interaction; Hong Kong; Canada; Hong Kong, China; Learning satisfaction; Study engagement; New ways of learning; Subject lecturer support
• ISSN: 1360-2357; 1573-7608
• DOI: 10.1007/s10639-023-11605-y

This study examines how new ways of learning (NWL) affects students’ study engagement and learning satisfaction with online teaching, and whether subject lecturer support moderates the effect of NWL and study engagement on learning satisfaction. Undergraduate students in Hong Kong were invited to complete a survey about their experience of online teaching. Hierarchical regression analysis indicated that NWL were positively related to study engagement and learning satisfaction. Subject lecturer support moderated the relationship between NWL and study engagement, which mediated their interactive effect on learning satisfaction. The results imply that academic institutions can transform traditional face-to-face teaching into online teaching that achieves learning satisfaction for students.