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.