Research On The Influencing Factors Of MLIS Online Teaching Quality In The Post-epidemic Era

At the end of 2019,the sudden outbreak of novel coronavirus pneumonia(Corona Virus Disease 2019,hereinafter referred to as COVID-19)forced universities to hastily carry out online teaching of Master of Library and Information Studies(hereinafter referred to as MLIS).However,due to the differences in teaching methods,scenarios and space between online teaching and the mainstream traditional teaching mode,some teachers and students have difficulty in adapting to online teaching,and some universities cannot make up for the online teaching management in time,and universities will also face the challenges of emergency conversion of teaching format and maintaining teaching quality when the post-epidemic era is approaching.In November 2020,the Ministry of Education held a working conference on the construction of new liberal arts,which also pointed out the direction for the high-quality application of online teaching.This paper takes the students’ perspective as the starting point,takes interaction theory,group dynamics theory,expectation confirmation theory and constructivist learning theory as the theoretical basis,explains the basic connotation and inner connection of factors influencing the quality of online teaching for master of library intelligence,designs a scale system consisting of 7 dimensions and 42 question items,establishes preliminary logical relationships,puts forward 6 research hypotheses,and refers to the ternary interaction model and customer satisfaction model.Construct a theoretical model of factors influencing MLIS online teaching quality in the postepidemic era.Through the questionnaire survey conducted in 26 universities,the results were summarized and analyzed to clarify the role of the influencing factors and further clarify the mechanism of the specific influencing factors: first,individual characteristics have the greatest influence on willingness behavior,and the epidemic factor and institutional factor have the second influence on willingness behavior of MLIS;second,institutional factor and media factor have the greatest influence on teacher factor,and the epidemic factor has a smaller influence;third,teacher factor has the greatest influence.Third,teacher and media factors have the greatest influence on individual characteristics,and epidemic factors have the least influence;fourth,willingness behavior has the greatest influence on teaching effectiveness,followed by teacher factors,and individual characteristics have the least influence.This paper takes the actual situation of MLIS online teaching as the basis for interpretation,and proposes specific and operable strategies and suggestions for the results to achieve the purpose of guaranteeing the quality of MLIS online teaching in the post-epidemic era,specifically including reshaping students’ self-cognition,improving students’ information literacy,strengthening teachers’ main guidance,optimizing teaching management mechanism,and developing subject-specific courses.The aim is to deepen theoretical research on MLIS education and teaching in the postepidemic era,and to provide reference for enriching the teaching methods of MLIS and improving the quality of talent training.