Abstract:

In order to explore the influence and mechanism of teachers’ e-readiness on the graduate students’ online learning effect, the research basing on the control-value theory employed a structural equation model to analyze the survey data. The results showed that teachers’ e-readiness not only had positive effect on graduate students’ online learning effect, but also through the independent mediating effect of learner control, academic emotions and the chain mediating effect of “learner control and academic emotions” indirectly predicted graduate students’ online learning effect respectively. At the same time, the total indirect effect was slightly larger than direct effect. Among the three specific indirect effects, the independent indirect effect of learner control was the largest. The results of this research suggest that, online teaching training should be provided for teachers, teachers’ e-readiness and the quality of online courses should be improved; it is critical to assess graduate students’ learner control on online learning, as well as provide adequate guidance for them. At last, attention should be paid to the graduate students’ academic emotions online learning, negative academic emotions should be intervened in time.

Key words: online learning effect, teachers' e-readiness, learner control, academic emotions, graduate students