Investigating Factors Affecting Satisfaction In Online Live Teaching For College Students

In contemporary society,online education has become a significant trend in global higher education.The COVID-19 pandemic has further accelerated the popularity and development of online education,prompting many schools and institutions to transition to online teaching models.In this context,live streaming education,as a novel form of online instruction,has garnered considerable attention.The development of live streaming education provides students with new learning opportunities.Under traditional teaching methods,students’ learning time and space are restricted,limiting their ability to fully utilize time and resources.However,through live streaming education,students can engage in learning anytime and anywhere,free from geographical and time constraints.Live streaming education also enables classroom interaction and online Q&A sessions,offering students a more flexible and autonomous learning experience.Nevertheless,live streaming education faces numerous challenges and issues.Its success and widespread adoption in higher education largely depend on students’ satisfaction,as indicated in various sources.Initial investigations suggest that student satisfaction with live streaming education in higher education is at a moderate level and requires improvement.Therefore,it is crucial to study the effectiveness of live streaming education and student satisfaction in higher education.By examining the satisfaction of university students with live streaming education,we can explore the factors influencing and provide recommendations for enhancing satisfaction,thus offering important insights for improving the quality and effectiveness of online education in universities.This study is based on expectancy confirmation theory,motivation theory,and remote teaching interaction,employing research methods such as survey research,literature analysis,statistical analysis,and structural equation modeling.The aim is to construct a model of university students’ satisfaction with live streaming education,fit and modify it to obtain the optimal model.Furthermore,tests of model fit,hypothesis validation,and data analysis are conducted to explore the current status of university students’ satisfaction with live streaming education and derive corresponding suggestions for enhancing satisfaction in educational institutions.Through analyzing existing literature on live streaming education,satisfaction models,factors influencing satisfaction models,and relevant materials on university students’ satisfaction with live streaming education,this study collects mainstream satisfaction models and establishes an initial structural equation model of university students’ satisfaction with live streaming education that meets the research requirements.The initial model includes eight variables: teacher image,student expectations,perceived quality,perceived value,social interaction,self-efficacy,intention to continue usage,and satisfaction.Data is collected by distributing a questionnaire on university students’ satisfaction with live streaming education and analyzed using IBM SPSS 26.0 and Amos 24.0 software to gain an understanding of the implementation status of live streaming education and identify areas where student satisfaction with interactive activities in live streaming education is less than ideal.The model is fitted and relevant hypotheses are validated using IBM SPSS 26.0 and Amos 24.0.The study results in a model of university students’ satisfaction with live streaming education,revealing that teacher image,perceived quality,self-efficacy,and student expectations directly influence students’ assessment of satisfaction with live streaming education.Therefore,based on the direct factors of teacher image,perceived quality,perceived value,self-efficacy,and student expectations,as well as the factor of perceived interaction,this study proposes relevant suggestions to improve university students’ satisfaction with live streaming education.First,enhancing teachers’ information literacy and instructional design capabilities;second,optimizing course resources and quality;third,improving the configuration of live streaming education software platforms;fourth,adopting a learner-centered approach and respecting learners’ needs;fifth,enhancing interaction and creating a sense of presence.