| As an important part of China’s higher education and education strengthening strategy,education for students coming to China can promote the opening up of education to the outside world and serve the construction of "double first-class" universities.The quality of education for students coming to China can also contribute to the inherent requirements of quality and efficiency improvement and connotative development of international education in universities.The global pandemic of Newcastle pneumonia has made online teaching and online learning a new norm,and universities in China are working hard to ensure that international students and Chinese students start to study online at the same time.In the context of the epidemic,online education for international students in China in the new era faces a situation of both opportunities and challenges.In view of this,this study attempts to study the current situation of online learning engagement of international students and the impact of online learning engagement on students’ gains from the perspective of online learning engagement,taking international students in China as the research object and aiming to improve the online learning engagement of international students in China.The study uses learning engagement theory,learning participation theory and constructivism theory to build a theoretical analysis framework on the online learning engagement of international students in China,and draws on the more comprehensive CCSS questionnaire developed by scholars based on the NSSE-CHINA.The data were analyzed by using SPSS26.0 software,and independent sample t-test and one-way ANOVA were selected to analyze the differences between the gender,major category,institution category and education category of the international students,and Pearson correlation was selected to analyze the correlation between the indicators of online learning engagement and learning gain of international students.The relationship between online learning engagement and learning gain was modeled using regression analysis.The empirical results of this study show that there is no significant difference in the online learning engagement status of international students by gender,major category,institution category and education category;there are significant differences in Chinese language proficiency,online teaching language and online learning engagement among different groups of international students in China and abroad.There is a significant correlation between the indicators of online learning engagement and learning gains,and the indicators of online learning engagement at all levels have a significant positive impact on the online learning gains of international students.Some of the indicators of behavioral,cognitive,emotional and social inputs of inbound Chinese students have significant effects on learning gains.A sub-sample regression analysis of international students from China and abroad reveals that there are some significant differences in the impact of online learning engagement on learning gains between international students from China and abroad.Based on the results of the empirical analysis,this study proposes countermeasures and suggestions for improving the online learning engagement of international students in China.From the school level,the educational management system of universities should be innovated;from the teacher level,the classroom teaching mechanism of teachers should be improved;from the international student level,the independent learning engagement of international students should be enhanced.This study helps to objectively understand the impact of international students’ investment in online learning on their learning outcomes,provide more accurate services and support for different groups of international students in China and abroad,and provide an effective reference basis and practical support for universities to better improve the quality of international students’ training. |
