A Study on Traditional Teaching Method Transferring to E-Learning Under the Covid-19 Pandemic: From Chinese Students' Perspectives

In response to the Covid-19 pandemic, online learning has been carried out in many countries with different types of online learning models being promoted and implemented. In the global pandemic continues, the education environment is forced to change from traditional classroom or blended teaching mode to online learning teaching model. With the outbreak of COVID-19, China was the first to announce that online courses are to be implemented in February 2020. In China, whether online learning can replace traditional offline teaching has become a topic worth discussing. Therefore, this study investigates university students in China by questionnaires and discussions of this topic. The study is based on the Push-Pull Mooring model. Based on 854 valid responses collected from an online survey questionnaire, structural equation modeling was employed to examine the research model. The results show that push effects (Perceived security risk, Learning convenience, and Service quality), pull effects (Usefulness, Ease of use, Teacher's Teaching Attitude, Task-technology Fit), and mooring effects (habit) all significantly influence users' switching intentions from offline to online learning platform. Finally, this study explores whether push-pull-mooring can be a reference for promoting and implementing online learning courses in Chinese colleges and universities in the future after the pandemic.

Automated summary

This study investigates Chinese university students' attitudes towards online learning replacing traditional teaching, and the results based on the Push-Pull-Mooring model show that factors such as perceived security risk, learning convenience, service quality, usefulness, ease of use, teacher's teaching attitude, task-technology fit, and habit significantly influence users' intention to switch from offline to online learning platforms.