This study compares the retrospective views of undergraduate students and instructors on the effectiveness of online learning after the COVID-19 pandemic. Using a framework of nine influencing factors (behavioral intention, instruction, engagement, interaction, motivation, self-efficacy, performance, satisfaction, and self-regulation), 46 first-year students kept reflective diaries and 18 teachers were interviewed. Thematic analysis revealed that instruction ranked highest, followed by engagement and self-regulation. Significant differences emerged between instructors and students' views on instruction and self-regulation. The study suggests students' reliance on instructors and recommends future research incorporating diverse samples and exploring relationships between the nine factors.

Yujie Su, Xiaoshu Xu, Yunfeng Zhang, Xinyu Xu, Shanshan Hao