Application of Web-based learning tools
In the era of information technology in the 21st century, the rapid
development of information technology promotes the renewal of the
education and learning approach. As a new learning technology, web-based
learning is supplementing or replacing the position of traditional class
teaching now. Correspondingly, web-based learning tools gain a rapid
speed of innovation and application. As people often called the word
“Web” stems from the Internet and World Wide Web, contains substantial
information and data set, and web-based learning are often synonymous
with e-learning, distance-learning or web-based learning
(Davidson-Shivers, Rasmussen, & Lowenthal, 2018). Not only with the
convenience of autonomy, interactivity, customize and a lot of
strengths, but also with the help of transforming concepts and methods
of learning, web-based learning tools were available for learners with
high efficiency and low cost. Associating web-based learning tools of
the pandemic, web-based learning tools had been widely popularized and
used during the period of the pandemic. In response to the special
requirements for evacuation under the pandemic circumstance, students in
various universities, elementary and middle schools are basically not
able to attend school, and they will inevitably participate in and
complete web-based learning according to requirements and arrangements.
Therefore, web-based learning tools had become necessary learning tools.
However, under the circumstances of the pandemic, web-based learning
tools, state of health, emotional stress, self-efficacy, quality of life
may interact with each other and affect student’s learning achievements.
For this reason and examine the effects, the study will explore the
relationship between web-based learning tools, state of health,
emotional stress, self-efficacy, quality of life, and its impact on
students’ web-based learning status during the pandemic.
Web-based learning tools (WBLTs) was defined as an artificial learning
instrument, which can be connected to computer applications, mobile
device, internet network, or website (Kay, 2011). Under the assistance
of Web-based learning tools, students achieved better academic
performance than traditional instruction in Medical education (Ochoa &
Wludyka, 2008). There is a wide range of WBLTs in the Chinese education
system now, such as Alibaba Dingding (www.dingtalk.com), Tencent meeting
(cloud.tencent.com), etc. Rely on WBLTs, teachers can organize teaching
activities online at home, thus prevent the pandemic from spreading,
reduce touching, and avoid face to face contacting. For this measurement
tool, collecting the requirements of users and improve the technology to
create a better web-based learning experience. When teachers and
students take online courses, they are inevitable to employ web-based
learning tools, and unavoidable be subject to prior psychological state
and living status.
According to positive psychology, a positive psychological state of an
individual is often associated with good results and a high quality of
life (Linley & Joseph, 2004). Mood disorders, like anxiety, depression,
and stress, to the detriment of students’ physical and mental health,
may cause learning disorders (Bibi, Lin, Zhang, & Margraf, 2020).
People with low self-efficacy always tend to avoid failure, to give up
easily with suspicion of their capabilities induce poor performance,
which as a part of positive psychology have had a significant effect to
buffer against emotional disorders (Aspinwall & Staudinger, 2002).
Thus, general health as a barometer to reflect the mental health,
depression-anxiety-stress as a negative mood, self-efficacy, and family
life quality act as healthy energy to promote a better way of learning.
Under these complex circumstances of the pandemic, and without the
supervision and inspector in the classroom, individuals’ learning
behavior and effects were hard to ascertain. As an auxiliary means to
assist traditional teaching mode, online teaching has been a dominant
learning approach to the novel coronavirus pandemic. The evaluation of
web-based learning tool may be effected by self-efficacy, family quality
of life, and depression-anxiety-stress. To make this relationship clear,
the research was conducted to validate the relationship between them
through a structural equation model.