The Effect of Course Characteristics and Self-Efficacy on Practical Training Course Satisfaction: Moderating Effect of the Perceived Usefulness of Wisdom Teaching
College of Management Science, Chengdu University of Technology, Chengdu 610059, China
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Author to whom correspondence should be addressed.
Sustainability 2022, 14(23), 15660; https://doi.org/10.3390/su142315660
Submission received: 23 September 2022
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Revised: 6 November 2022
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Accepted: 18 November 2022
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Published: 24 November 2022
(This article belongs to the Special Issue Future Online Learning for Education Resilience – Humanized, Flexible and Smart)
Abstract
:The purpose of this study was to explore how course characteristics and self-efficacy affect the inter-professional comprehensive practical training course satisfaction and to explore the moderating effect of the perceived usefulness of wisdom teaching. We recruited 190 senior students from four majors who participated in the inter-professional comprehensive practical training course to participate in the questionnaire survey. We adopted the partial least squares (PLS) method to analyze the measurement model and structural model. The results show that, on the one hand, learning attitude is the direct antecedent that positively affects the inter-professional comprehensive practical training course satisfaction, and both course characteristics and self-efficacy indirectly affect course satisfaction through the learning attitude. On the other hand, the perceived usefulness of wisdom teaching significantly enhanced the relationship between learning attitude and course satisfaction. This paper provides an empirical basis to improve the satisfaction of the inter-professional comprehensive practical training course.
1. Introduction
Under the background of the big data era, the development of the economics and management discipline is advancing with each passing day, and the diversification, specialization, and refinement of the fields are deepening [1]. Traditional experimental teaching methods have found it difficult to meet the current needs of economics and management. The integrated teaching of theory and practice, scientific research-guided teaching, role-playing simulation teaching, and social integration interactive teaching have gradually penetrated the college education. The inter-professional comprehensive practical training course refers to the course that improves students’ practical abilities by integrating practical teaching resources and innovating management mode and realizes the goal of cultivating application-oriented, compound, and skilled talents. The author has mentioned similar concepts both at home and abroad [2,3,4]. In most colleges and universities, the major of economic management can realize the effective connection between theoretical teaching and practical teaching by carrying out the inter-professional comprehensive practical training course. Compared with the traditional economic management experimental courses, the inter-professional comprehensive practical training course has new characteristics, such as the participation of students from multiple majors, the guidance from teachers with different academic backgrounds, the practice content involving multi-disciplinary knowledge, and the practice scene simulating real enterprises. Therefore, the interdisciplinary comprehensive practical training course can promote students’ mutual understandings in their early careers [5]. Therefore, the inter-professional comprehensive practical training course has distinctive characteristics and research value. However, no matter what kind of teaching mode, course satisfaction is still the most important concern in the field of education [6]. It is the total of a student’s academic, social, physical, and spiritual experience [7] and one of the key indicators of teaching quality in educational practice. Therefore, scholars are now more and more interested in the study of undergraduate course satisfaction.
Due to the uniqueness of the inter-professional comprehensive practical training course (such as role-playing), individual differences among students (such as self-confidence, knowledge mastery, etc.) and students’ attitudes in the learning process (such as positive attitudes, negative attitudes), students’ satisfaction with this course will be uneven. Therefore, it is essential to find out the specific reasons that affect the satisfaction of interdisciplinary comprehensive practical training courses, put forward constructive suggestions for this course, and study the factors that affect the satisfaction of the inter-professional comprehensive practical training course. To analyze the impact of students’ satisfaction with this curriculum, we can explore the influencing factors from the two dimensions of the curriculum and students’ characteristics and deeply study the influencing mechanism of curriculum satisfaction. This study helps students understand their learning behavior characteristics and improve their learning attitude. At the same time, it also provides a plan for the construction of this course and the improvement of teachers’ teaching.
With the application of mobile Internet technology and multimedia technology in teaching widely, intelligent teaching has attracted the attention of many scholars. Many scholars believe that intelligent teaching has a significant impact on students’ learning attitudes and course satisfaction [8,9]. Guo Z. also thought that intelligent teaching has a positive effect on the willingness to continue learning online interactive courses [10]. One of the characteristics of the inter-professional comprehensive practical training course that is different from the traditional course is the use of wisdom teaching, including experimental online business system, practical content of multidisciplinary knowledge, simulation of real enterprise practice scenarios, multi role-playing, etc. Additionally, for any emerging technology in the education industry, it is very important to study whether it is valuable and meaningful to students. Therefore, the proposal of wisdom teaching is more in line with the research on the improvement of the inter-professional comprehensive practical training course.
Therefore, this study is based on the theory of the SOR framework and builds the “characteristics–attitudes–satisfaction”, which is the theoretical model in the inter-professional comprehensive practical training course. We invited as research subjects the students of four majors in a China university who participated in the Comprehensive Practical Training Course of Enterprise Operation and Management to explore (1) how the course characteristics and self-efficacy affect course satisfaction; (2) the mediating effect of learning attitude; (3) the moderating effect of the perceived usefulness of wisdom teaching.
1.1. Theoretical Background and Research Hypothesis
1.1.1. SOR Framework
The SOR framework is mainly used to predict users’ decision behaviors in economic management. It has also been used by educational researchers to study learning behavior in recent years. In the field of environmental psychology, the SOR framework explains that various external factors can act as stimuli (S), which in turn influence the internal state of an organism (O), thereby affecting the individual response (R) [11]. Zhai et al. studied the influence of privacy concerns on ongoing collaborative learning by taking online privacy concerns as environmental stimulus, knowledge hiding feelings as learners’ internal experience states, and online collaborative learning behavior as a response variable [12]. Zhao et al. studied the influence of technological environment characteristics on the continuous learning intention of MOOC courses through the SOR framework [13]. Guihua Zhang et al. combining social cognitive occupational theory (SCCT) and stimuli-organism-response (SOR) models, explored the model of student-learning satisfaction from a process perspective [14].
Therefore, the SOR framework helps to explain the influencing factors of students’ learning attitudes and responses to course satisfaction in this study. In this paper, the stimuli refer to the users’ environments. In the inter-professional comprehensive practical training course, students need to face challenges with partners, internship content, virtual enterprise environment, etc. Meanwhile, their knowledge reserve and quality will also affect their state to solve problems. Therefore, this stimulation needs to be considered by both the course itself and the students themselves. The SOR framework reveals that the influence of stimuli on user behavior is mediated by the internal state of the person [15]. “O” refers to a person’s internal state, including feelings, emotions, and cognitive behaviors. In this paper, the learning attitude is an internal behavior of the organism. Course satisfaction is regarded as an essential response to generally test user behavior. The higher the students’ satisfaction with the course, the higher the students’ needs are satisfied, the better the students’ perception of the classroom, and the more successful the course construction. Therefore, to put forward targeted suggestions for the promotion and improvement of the inter-professional comprehensive practical training course, this paper regards course satisfaction as the response of students to courses and self-stimulation.
Therefore, according to the SOR framework, course characteristics and self-efficacy can be regarded as environmental stimuli and important variables affecting learning attitudes. Learning attitude can be regarded as an individual’s emotional characteristics, and course satisfaction is a reflection of individual behavior.
1.1.2. Environmental Stimuli and Learning Attitude
Compared with other courses, the inter-professional comprehensive practical training course has distinct characteristics, including the inter-professional cooperation among students and the multi-disciplinary internship content. Additionally, the internship environment simulating real enterprises will improve students’ interests in this course and their learning attitudes will be more positive and serious. Felix found that students’ attitudes toward online learning were negative in the absence of interaction [16]. Purarjomandlangrudi A. et al. believed that course characteristics have a significant impact on students’ attitudes toward the course [17]. Therefore, course characteristics are an important factor in stimulating students’ inner emotional changes.
Self-efficacy refers to “the degree of confidence that students can use their skills (preliminary knowledge reserve) to complete the learning behavior of a course”. Individual effectiveness not only affects an individual’s thinking, feeling, motivation, and action but also affects an individual’s behavioral choice, how much effort they are willing to make for execution, and how much emotion and pressure they can bear [18,19]. The inter-professional comprehensive practical training course requires students to take management, accounting, production management, marketing, and other courses. If students study these subjects well, master relevant professional knowledge, and have a certain comprehensive quality, they will be more confident in completing the inter-professional comprehensive practical training course, and their sense of self-efficacy will be improved and vice versa. Therefore, the level of self-efficacy is an important feature that reflects the strength of students’ confidence in learning and is an important stimulating factor that causes internal emotional changes in students’ attitudes toward the course. Jiping Zhang believed that the stronger people’s entrepreneurial self-efficacy is, the stronger their entrepreneurial willingness and attitude will be [20]. Hellmich F. et al. believed that children’s self-efficacy beliefs and interpersonal skills are very significant, and they will be used to confidently deal with their peers with learning disabilities in the classroom [21]. Therefore, self-efficacy is a strong predictor of learning attitude. Thus, based on the research questions and the literature discussed above, the hypotheses were advanced as follows:
Hypothesis 1 (H1).
Course characteristics have a significant positive effect on learning attitude.
Hypothesis 2 (H2).
Self-efficacy has a significant positive effect on learning attitude.
1.1.3. Learning Attitude and Course Satisfaction
Learning attitude refers to “students’ positive or negative feelings toward the learning behavior of participating in a certain course”. Many studies have shown that learning attitudes can effectively reflect the degree of internal emotional changes of students (organisms). Student satisfaction is related to the emotions and attitudes experienced by students during the course [22]. A positive learning attitude arouses a higher desire to participate in learning during the learning process [15], and individuals with positive learning attitudes also have high levels of interactions with teachers and other students [23]. When students think a course is interesting, valuable, and worth learning, they will put more effort into learning the course, and their course satisfaction will increase and vice versa. Therefore, it is necessary to measure the degree of an individual’s attitude toward relevant objects or situations in the presentation of behaviors. In this paper, learning attitude is not only an organic factor for students who are influenced by stimulus factors but is also an important precursor of course satisfaction. Foertsch et al. believed that students who engage in more active learning activities in a flipped classroom will be more satisfied with flipped classrooms [24]. Therefore, based on the research questions and the literature discussed above, the hypotheses were advanced as follows:
Hypothesys 3 (H3).
Learning attitude has a significant positive effect on course satisfaction.
1.1.4. The Moderating Effect of the Perceived Usefulness of Wisdom Teaching
Wisdom teaching refers to the talent training activities in which teachers comprehensively and deeply use modern information technology to promote students’ lifelong development. Wisdom teaching means to integrate all kinds of educational resources in teaching design to promote students’ active participation and inquiry; through the combination of online and offline, scene setting and role-playing guide students to engage in learning; the teaching method is to analyze the behavior of the learning process and implement developmental evaluation by means of a diverse evaluation. According to the social existence theory, if the media have an appropriate level of social presence of interpersonal participation required by the task, then communication is effective [25]. Therefore, in this paper, it is considered that the perceived usefulness of wisdom teaching refers to, whether the students think the wisdom teaching method is useful and valuable to solve the problems in the inter-professional comprehensive practical training course. Yongguang Sun believed students are more satisfied with Russian learning in the wisdom teaching [8]. Stover S. et al. showed that the teaching designs of flipped classrooms and the opportunity for students to cooperate would improve students’ attitudes and positively predict students’ satisfaction [9]. Kehoe T. et al. believed that introducing new learning and teaching methods can provide technical and peer support for students to engage in the same behaviors, thus increasing students’ course satisfaction [26]. Sun et al. found that learners’ feelings of nervousness and discomfort when working with computers were critical factors in predicting e-learning course satisfaction [27].
In this inter-professional comprehensive practical training course, if students have positive learning attitudes and feel the usefulness of the wisdom teaching, they will be more satisfied with the course. If he feels that wisdom teaching is less valuable, it will reduce his satisfaction with the course. If the student’s learning attitude is very negative, and he feels the usefulness of wisdom teaching is high, his course satisfaction will be improved; if he feels the usefulness of wisdom teaching is low, his course satisfaction will be further reduced. In conclusion, wisdom teaching has a moderating effect on the relationship between students’ attitudes and course satisfaction. Therefore, based on the research questions and the literature discussed above, the hypothesis was advanced as follows:
Hypothesys 4 (H4).
The perceived usefulness of wisdom teaching has a significant moderating effect on the relationship between learning attitude and course satisfaction.
In summary, the satisfaction model of the inter-professional comprehensive practical training course constructed in this paper is shown in Figure 1. Course characteristics and self-efficacy can trigger students’ learning attitudes = as important stimulating factors, thus arousing students’ satisfaction with courses. The relationship between learning attitude and course satisfaction is influenced by the perceived usefulness of wisdom teaching.
2. Materials and Methods
2.1. Participants and Procedure
The survey object is the overall phenomenon to be studied and the undertaker of the information to be collected. Understanding the survey object is the beginning of the questionnaire design [28]. Since the reform of teaching, the inter-professional comprehensive practical training course is a new course. There are few colleges and universities offering this course, and most of them are at the exploratory stage. The survey target in this paper has been offering this course for many years in colleges and universities, and we collect questionnaires immediately after the students finish the course assessment; thus, the survey objects and survey time are targeted and timely. The formal survey was conducted from 29–30 October 2021 in the form of an online questionnaire among the students participating in the inter-professional comprehensive practical training. A total of 190 questionnaires were collected, and 142 valid questionnaires were finally obtained with an effective rate of 74.74%.
2.2. Variables and Measures
2.2.1. Course Characteristics
The characteristics of the curriculum as the carrier of the teachings will affect students’ perceptions of the course. The clearer the course characteristics, the higher the students’ interest in learning and the higher the course satisfaction. Therefore, this study selects course characteristics as the environmental stimuli of course satisfaction. The scale refers to the views of Liang Xiaobo et al. [29] and is improved to measure the relationship between students and course characteristics (Table 1).
2.2.2. Self-Efficacy
Self-efficacy refers to the degree of confidence that students can use their skills to complete learning tasks, which can reflect whether students think they can complete this training. The stronger the students’ senses of self-efficacy, the easier it is to motivate their behaviors and increase their efforts. Therefore, this study selects self-efficacy as the influencing factor of curriculum satisfaction. The scale refers to the research of Yang Qian et al. [30] and is revised to measure students’ self-efficacy (Table 2).
2.2.3. Learning Attitude
Learning attitudes refers to students’ cognition and emotion of learning behavior. Generally, the more positive the students’ learning attitudes are, the better the learning effects will be. Therefore, to study students’ course satisfaction, the measurement of students’ learning attitudes is essential. The learning attitude scale measures the reference research area of Zhang J. et al. [20] and is revised to measure students’ learning attitudes (Table 3).
2.2.4. The Perceived Usefulness of Wisdom Teaching
With the development trend of informatization, the networking of teaching resources has played an important role in the existing teaching environment and education system. Intelligent teaching methods have become an important factor affecting the professional teaching effect at this stage. Students’ perceived usefulness of wisdom teaching can effectively stimulate students’ interests in learning the course and correct students’ learning attitudes. The perceived usefulness of wisdom teaching scale refers to the research of Gu Shengli et al. [31] and is improved to measure students’ perceptions of the usefulness of intelligent teaching (Table 4).
2.2.5. Course Satisfaction
Course satisfaction refers to students’ feelings and attitudes toward learning activities. When students’ wishes and needs in the learning process are met, their course satisfaction will be improved. The course satisfaction scale is adapted from the research of Brush et al. [32] to measure students’ satisfaction with the inter-professional comprehensive practical training course satisfaction (Table 5).
2.3. Measurement Model Test
The current research uses the structural equation model. In this study, the partial least squares (PLS-SEM) tool was used to evaluate the measurement and structural model with the help of SmartPLS 3.3.0 software [33]. The Smart PLS software developed by Professor Ringle and his team at Hamburg University in Germany is an application program running on the Java platform, the version 3.3.0 was issued on 11 April 2020. SmartPLS’s evaluation of the model consists of two steps. The first step is to evaluate the internal consistency, reliability, convergence validity, and discrimination validity of the measurement model. In this paper, Cronbach’s α was used to evaluate internal consistency. When the value of α was more significant than 0.7, the scale was considered as having good reliability, as shown in Table 6. Cronbach’s α coefficients of all variables in this study were all greater than 0.9, indicating that all variables had high internal consistency. In this paper, validity tests are carried out from two aspects of convergence and discriminant validity, respectively. As shown in Table 1, the standard loads for all indicators are greater than 0.7, and all loads are significant at p < 0.001. All AVE exceeds 0.5, and CR exceeds 0.7. In conclusion, the scale has good convergence validity.
To assess the discriminant validity, we used the Fornell and Larcker criteria. Differential validity refers to the degree of project differences between different concepts [34]. As shown in Table 7, the AVE square root values of each factor are significantly greater than their correlation coefficients with other factors. Therefore, this scale has good discriminant validity.
2.4. Hypothesis Model Test
The second step of PLS-SEM is structural model evaluation. The relationship between structural models is determined by the path coefficient between studied structures [30]. This paper uses SmartPLS 3.0 software to test the structural model of 142 repeated samples. The model test results include standardized path coefficient, t-value test coefficient, and decision coefficient R2, as shown in Table 8. The positive influence of course characteristics on learning attitude was significant when p < 0.001. The positive influence of self-efficacy on learning attitude was significant when p < 0.05. The positive influence of learning attitude on course satisfaction was significant when p < 0.001. The positive adjustment of the perceived usefulness of wisdom teaching on learning attitude and course satisfaction was significant when p < 0.01.
3. Discussion
Based on the framework of SOR, this paper constructs a theoretical model of “trait attitude satisfaction” for the inter-professional comprehensive practical training course. A questionnaire survey was conducted among 190 senior students from four majors who participated in the inter-professional comprehensive practical training course, and partial least squares (PLS) were used to analyze the measurement model and structural model and then to explore the impact of course characteristics and self-efficacy on course satisfaction and the intermediary effect of learning attitude. the moderating effect of the perceived usefulness of wisdom teaching is as follows.
- 1.
- Learning attitude is the direct antecedent that positively affects the inter-professional comprehensive practical training course satisfaction.
Learning attitude can effectively reflect students’ enthusiasm in class and the perceived usefulness of the course. Correct learning attitude is an important indicator of course satisfaction evaluation. The more positive students’ learning attitudes are, the higher their degree of satisfaction will be. Therefore, in the teaching process, the important role of learning attitude cannot be ignored. Taking some measures to improve the students’ positive learning attitudes is an important way to improve the inter-professional comprehensive practical training course satisfaction.
- 2.
- Both course characteristics and self-efficacy indirectly affect course satisfaction by influencing the learning attitudes.
The driving force of curriculum characteristics on learning attitude is higher, and the path coefficient is 0.377. In comparison, the driving force of self-efficacy on learning attitude is relatively lower, and the path coefficient is 0.275. The more distinct the course features, the stronger the students’ senses of self-efficacy, the more positive the students’ learning attitudes, and the higher the course satisfaction. Therefore, in the inter-professional comprehensive practical training course, the main promoting effect of curriculum characteristics on learning attitude cannot be ignored. Teachers should make targeted curriculum design according to the differences between students and courses and create a good classroom atmosphere. At the same time, the improvement of students’ self-efficacy is equally important. It is necessary to pay attention to cultivating students’ pre-professional knowledge, comprehensive quality, and learning confidence.
- 3.
- The perceived usefulness of wisdom teaching significantly enhanced the relationship between learning attitude and course satisfaction.
The results show that the perceived usefulness of wisdom teaching positively moderates the influence of learning attitude on course satisfaction, and its introduction enhances the relationship between learning attitude and course satisfaction. As seen from Figure 2, when students’ knowledge of wisdom teaching is stronger, learning attitude has a more significant positive impact on course satisfaction. Therefore, among the factors affecting course satisfaction, the role of intelligent teaching methods cannot be ignored. Teachers should adopt appropriate intelligent teaching methods according to the characteristics of courses and students, which will help enhance the positive impact of learning attitude on course satisfaction and thus enhance course satisfaction.
4. Conclusions
4.1. Theoretical Contributions
In this study, we constructed a conceptual model of “characteristics—attitude—satisfaction” based on the SOR framework and verified the hypotheses of the model. The results show that first, both course characteristics and self-efficacy have significant positive impacts on learning attitude and indirectly have positive impacts on course satisfaction through learning attitude. In other words, distinctive course characteristics and a good sense of self-efficacy can correct students’ learning attitudes and then improve students’ course satisfaction through more positive learning attitudes. In addition, the perceived usefulness of wisdom teaching positively moderates the mechanism between learning attitude and course satisfaction. Previous studies have not paid attention to the role of wisdom teaching. This is the first study to emphasize the moderating effect of wisdom teaching on the influencing mechanism of course satisfaction.
4.2. Practical Implications
Based on the SOR framework, this study constructed a model of “characteristics—attitude—satisfaction“, which filled some theoretical gaps. In addition, the conclusions of this study also have a practical impact; this research will help students understand their learning behaviors and improve their learning attitudes. However, this study is more of a teaching significance. The questionnaire data on students can fully reflect the psychological and behavioral associations of students, help teachers fully understand students, and provide a scientific basis for teachers’ teaching design and the updating and construction of intelligent teaching methods.
- Attach importance to the design of courses to improve students’ on-the-spot perception.
- (1)
- Focus on the diversification of participants. Student groups and teacher groups should give full play to their professionalism and complementarily improve their sense of cooperation and problem-solving abilities. Therefore, there should be students of different majors in experimental groups with different roles. For example, there should be one e-commerce, two logistics, and one information management student in a logistics enterprise group. In addition, teachers with multi-disciplinary knowledge backgrounds should cooperate and divide the labor to form a professional teaching team, which can better guide the practical training courses.
- (2)
- Enhance the comprehensive content of the course. Comprehensive content encourages students to use multidisciplinary knowledge to solve problems encountered in the course. Therefore, the training content should include multi-disciplinary knowledge of financial management, business management, logistics management, and strategic decision-making, as well as the training of comprehensive abilities, such as communication and teamwork, to comprehensively improve students’ professional abilities and comprehensive qualities.
- (3)
- Comprehensively improve the simulation of practical training. The faculty team should improve simulation from the environment, business processes, and positions. If the number of groups in each classroom is not too large, it is best to separate groups with partitions to provide more independent communication space for groups. Office supplies such as virtual enterprise seals and vouchers shall be provided. We should simulate real enterprises and provide students with multiple positions and roles to promote the optimization of the teaching effects.
- Cultivate students’ professional abilities and comprehensive qualities and enhance students’ confidence in participating in the course.
- (1)
- Foreshadowing professional knowledge. Teachers should purposefully arrange professional courses related to practical training before the class starts. After accumulating certain theoretical knowledge, students can organize to visit the production and operation process of the enterprises, paving the way for the later practical training so that students can have the confidence to complete this course smoothly.
- (2)
- Be familiar with the training rules. The rules of the trans-major comprehensive simulation practice course of economics and management are complex and important; thus, teachers should explain the training rules, matters needing attention, and knowledge points in a certain class hour before the training and organize the test of the rules so every student can understand the key points of the training and promote the smooth progress of the training.
- (3)
- Focus on mid-term summaries. In the process of practical training, teachers should answer questions in a timely manner. They can also conduct mid-term practical training summaries to help groups adjust their status and put forward suggestions for improvement, which can stimulate students’ enthusiasm and enhance their confidence.
- (4)
- Taking measures to improve students’ positive learning attitudes is an important way to improve the satisfaction of cross professional comprehensive training courses. For example, when teaching training-related courses, teachers should increase the popularity and publicity of this training course, arouse students’ interests, and improve students’ expectations. When the training is about to start, teachers should hold a training mobilization meeting and set up a scientific and reasonable reward mechanism for training results, promoting students to participate in training courses more actively.
- Encourage teachers to adopt a variety of intelligent teaching methods to improve teaching satisfaction.
- (1)
- Adopt mixed teaching. Blended teaching can enrich teaching methods, make it easier for students to obtain learning resources, carry out personalized learning according to their learning characteristics, and stimulate students’ learning enthusiasm. Therefore, teachers can use network teaching resources to teach in class, and students can use network teaching resources and interactive network tools to study and communicate after class. The modes of online learning and offline practice not only play the guiding role of teachers in the teaching process but also fully reflect the initiative, enthusiasm, and creativity of students as the main body of the learning process. Through the organic combination of the two teaching organization forms of “online” and “offline”, learners can be guided from shallow to deep learning.
- (2)
- Enrich students’ learning mode. Online learning software provides relatively perfect learning conditions for students’ independent learning. Therefore, MOOCs App and a class sending mini program can be used to form the mode of “preview before class + Q&A in class + assessment after class”. In practical training, teachers can publish real-time tasks on the system platform to promote the practical training. Students can share their experiences in the exchange area, help each other, and enrich their learning mode.
- (3)
- Use multiple evaluation system. Diversified assessment methods can urge students to correct their learning attitudes and improve their learning effects in the whole process of practical training. For example, students’ final scores should be evaluated comprehensively by online learning scores, group business data, personal performance, team defense performance, and internship report, forming the evaluation mode of “process assessment + result assessment”.
- (4)
- To improve the perception of the usefulness of intelligent teaching, teachers should find professional computer teams to solve the problems, such as the stuttering of the training course system, beautify the system website, publish the operation process of each business in the system, and improve the automatic scoring system, which can enhance the positive impact of learning attitude on the course satisfaction, thus improving the course satisfaction.
5. Limitations and Future Research Directions
In this study, questionnaires are adopted to collect data and conduct analysis with a focus on the factors affecting course satisfaction and exploring the moderating effect of the perceived usefulness of wisdom teaching. However, this study does not answer the question of the effect of different stages of student participation on wisdom teaching and course satisfaction. In the future study, the duration of students’ participation in courses can be divided into three stages: before, during, and after; students’ course scores and course satisfaction are the two variables of learning effect to supplement the data collected in this study. In this way, we can explore the students in different stages of the perceived usefulness of wisdom teaching and better explore the comprehensive factors that affect the course effect.
Author Contributions
Conceptualization, Z.H. and Y.L.; data curation, S.Y. and L.Y.; formal analysis, S.Y. and L.Y.; investigation, S.Y. and L.Y.; methodology, Y.L. and Z.L.; project administration, Z.H. and Q.W.; resources, Z.H. and Q.W.; software, S.Y. and L.Y.; supervision, Y.L.; validation, Z.H. and S.Y.; visualization, Z.H.; writing—original draft, S.Y. and L.Y.; writing—review and editing, Z.H. and Y.L. All authors have read and agreed to the published version of the manuscript.
Funding
This research was funded by Sichuan Science and Technology Planning Project: 2021JDR0340; and Sichuan Center for Rural Development Research: CR2112; and Research Center for Systems Science and Enterprise Development: Xq22C05; and Sichuan Network Literature Development Research Center: WLWX-2022003; Sichuan Province Higher Education Personnel Training Quality and Teaching reform project: JG2021-739.
Institutional Review Board Statement
Not applicable.
Informed Consent Statement
Not applicable.
Data Availability Statement
Not applicable.
Conflicts of Interest
The authors declare no conflict of interest.
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Figure 1.
Theoretical model.
Figure 2.
Adjustment effect drawing.
Table 1.
Course characteristics variables.
| Variable | Items | References |
|---|---|---|
| Course Characteristics (CC) | It is strange for me that students from different majors participate in the training together. | Liang Xiaobo (2019) [29] |
| Students from different majors form teams to solve problems in practical training. | ||
| The team of teachers with multidisciplinary knowledge can better guide the training courses than a single teacher. | ||
| The training course includes enterprise strategy, product research and development, production planning, marketing, team cooperation, and other aspects. | ||
| The course requires students to use their professional knowledge to solve problems encountered in practice. | ||
| The course requires students to use multidisciplinary knowledge to solve problems encountered in practice. | ||
| The training scene constructed by a realistic enterprise makes me close to or seem to be in the actual environment of the enterprise. | ||
| The business process designed by a realistic enterprise enables me to understand the operation process of a real enterprise. | ||
| The functional posts set by the realistic enterprises let me experience the real “professional role”. |
Table 2.
Self-efficacy variables.
| Variable | Items | References |
|---|---|---|
| Self-efficacy (SE) | I have the professional knowledge to successfully complete this training course. | Yang Qian (2022) [30] |
| I have the comprehensive quality to successfully complete this training course. | ||
| I have the confidence to successfully complete this course. |
Table 3.
Learning attitude variables.
| Variable | Items | References |
|---|---|---|
| Learning Attitude (LA) | I think this training course is very interesting. | Zhang J. (2021) [20] |
| I think this training course is very practical. | ||
| I think this training course is worth learning. |
Table 4.
The perceived usefulness of wisdom teaching variables.
| Variable | Items | References |
|---|---|---|
| The perceived usefulness of wisdom teaching (PWTU) | The online teaching video of MOOC is conducive to mastering the training content and knowledge. | Gu Shengli (2020) [31] |
| Online teaching test will urge me to watch teaching videos carefully. | ||
| The use of classroom style will prompt me to discuss and think more. | ||
| Online and offline hybrid teaching will improve my commitment to practical training. | ||
| Diversified assessment methods will urge me to earnestly complete this training. |
Table 5.
Course satisfaction variables.
| Variable | Items | References |
|---|---|---|
| Course Satisfaction (CS) | Through practical training, I have mastered relevant knowledge about enterprise strategy, product research and development, production planning, marketing, team cooperation, etc. | Brush (2008) [32] |
| This training taught me how to use corresponding knowledge to solve practical problems. | ||
| Through practical training, my ability to analyze and solve problems has been improved. |
Table 6.
Reliability and validity test.
| Variable | Item | Loading | Cronbach’s α | AVE | CR |
|---|---|---|---|---|---|
| Course Characteristics | CC1 | 0.731 | 0.922 | 0.784 | 0.853 |
| CC2 | 0.728 | ||||
| CC3 | 0.711 | ||||
| CC4 | 0.784 | ||||
| CC5 | 0.811 | ||||
| CC6 | 0.759 | ||||
| CC7 | 0.824 | ||||
| CC8 | 0.851 | ||||
| CC9 | 0.845 | ||||
| Self-efficacy | SE1 | 0.933 | 0.932 | 0.938 | 0.818 |
| SE2 | 0.949 | ||||
| SE3 | 0.933 | ||||
| Learning Attitude | LA1 | 0.949 | 0954 | 0.957 | 0.832 |
| LA2 | 0.949 | ||||
| LA3 | 0.974 | ||||
| Course Satisfaction | CS1 | 0.917 | 0.907 | 0.918 | 0.827 |
| CS2 | 0.927 | ||||
| CS3 | 0.91 | ||||
| The perceived usefulness of wisdom teaching | PWTU1 | 0.877 | 0.924 | 0.875 | 0.811 |
| PWTU2 | 0.844 | ||||
| PWTU3 | 0.903 | ||||
| PWTU4 | 0.9 | ||||
| PWTU5 | 0.851 |
Table 7.
Discriminant validity.
| Course Characteristics | Self-Efficacy | Learning Attitude | Course Satisfaction | The Perceived Usefulness of Wisdom Teaching | |
|---|---|---|---|---|---|
| Course Characteristics | 0.957 | ||||
| Self-efficacy | 0.784 | 0.875 | |||
| Learning Attitude | 0.734 | 0.733 | 0.918 | ||
| Course Satisfaction | 0.69 | 0.623 | 0.721 | 0.938 | |
| The perceived usefulness of wisdom teaching | 0.777 | 0.75 | 0.77 | 0.554 | 0.784 |
Table 8.
Hypothesis testing.
| Hypothesis | Path | Path Coefficient | t Statistics | p | f2 | Decision |
|---|---|---|---|---|---|---|
| H1 | Course Characteristics -> Learning Attitude | 0.377 | 3.957 | 0.000 | 0.233 | Supported |
| H2 | Self-efficacy -> Learning Attitude | 0.275 | 2.538 | 0.012 | 0.174 | Supported |
| H3 | Learning Attitude -> Course Satisfaction | 0.414 | 3.596 | 0.000 | Supported | |
| H4 | Perceived Usefulness of Wisdom Teaching -> Course Satisfaction | 0.185 | 2.639 | 0.009 | Supported |
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He, Z.; Yang, S.; Liu, Y.; Yin, L.; Li, Z.; Weng, Q. The Effect of Course Characteristics and Self-Efficacy on Practical Training Course Satisfaction: Moderating Effect of the Perceived Usefulness of Wisdom Teaching. Sustainability 2022, 14, 15660. https://doi.org/10.3390/su142315660
AMA Style
He Z, Yang S, Liu Y, Yin L, Li Z, Weng Q. The Effect of Course Characteristics and Self-Efficacy on Practical Training Course Satisfaction: Moderating Effect of the Perceived Usefulness of Wisdom Teaching. Sustainability. 2022; 14(23):15660. https://doi.org/10.3390/su142315660
Chicago/Turabian StyleHe, Zhihua, Shuhui Yang, Yong Liu, Liang Yin, Zhigang Li, and Qunying Weng. 2022. "The Effect of Course Characteristics and Self-Efficacy on Practical Training Course Satisfaction: Moderating Effect of the Perceived Usefulness of Wisdom Teaching" Sustainability 14, no. 23: 15660. https://doi.org/10.3390/su142315660
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