Examining the Factors Influencing Differences in Students’ Perceptions of Online Learning in Shanxi Province

Abstract

This quantitative study examined the factors affecting undergraduates' perceptions of online learning in Shanxi Province, China. The research sought to identify key determinants of student perceptions, acknowledging the regional disparities in digital infrastructure and instructional quality. A survey was conducted with 275 undergraduate students from three public universities, employing a structured questionnaire utilizing a 5-point Likert scale to assess four primary constructs: technological readiness (TR), instructor support (IS), learning motivation (LM), and students' perceptions of online learning (SPOL). Reliability analysis verified the high internal consistency of all scales (alpha > 0.82). Descriptive statistics indicated predominantly favorable perceptions (M = 3.72) and substantial technological readiness (M = 3.64), yet they underscored a "motivation gap", as learning motivation recorded the lowest mean (M = 3.31) and exhibited the highest variability (SD = 1.02). Multiple regression analysis revealed that the three predictors significantly explained 59.2% (R^2 = 0.592) of the variance in student perceptions. Instructor support emerged as the most robust independent predictor (beta = 0.43, p < 0.001), succeeded by learning motivation (beta = 0.29) and technological readiness (beta = 0.21). The findings emphasize that, although technological access is essential, the human aspects of pedagogy—particularly the instructor's presence, responsiveness, and clear guidance—are the most crucial factors influencing positive online learning attitudes in this regional context. The study advises universities to prioritize faculty training in digital pedagogy and establish support systems to improve students' self-regulation skills, thereby addressing the identified motivation gap.