Understanding the Relationship between Support Provided to Students and Their Engagement in an Online Learning Environment: A Moderated Mediation Model
Why this work is in the frame
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Bibliographic record
Abstract
This study aims to develop a moderated mediation model to explore the mediating role of online learning satisfaction and the moderating role of interaction between online course support and students' online engagement. According to self-determination theory, technology acceptance model and Fogg's Behaviour Model, we conducted a survey with students to develop the moderated mediation model, multiple regressions were employed to examine moderated mediation effect. Online learning satisfaction plays a significant mediating role between online course support and students' online engagement. The mediating effect was partially moderated by online learning interaction. The results revealed that when students had a higher level of online learning interaction, the predictive effect of online course support on their online engagement via online learning satisfaction was stronger. The moderated mediation model provides a deeper understanding of the online learning and offers potential strategies to improve students' engagement with online courses.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it