The use of network platform to carry out general education courses has become a more common way in China's general education. In the Internet era, how to effectively use network platform resources, better carry out general education courses, and improve the learning satisfaction of general education is an important issue that needs to be solved.Based on previous studies, this study takes three dimensions of self-efficacy, teacher guidance and curriculum quality as factors affecting learning satisfaction, and introduces learning engagement as a mediating variable. Using the method of empirical research, this paper adopts convenient sampling to select some students from 10 universities in Guangxi which offer online courses of general education.Through the sample data, it is verified that self-efficacy, teacher guidance and course quality have significant positive effects on learning satisfaction. Learning engagement has a partial mediating effect.

Jian Li. A Survey on Satisfaction with Learning of Online Courses in General Education in Universities. International Journal of New Developments in Education (2023) Vol. 5, Issue 21: 42-47. https://doi.org/10.25236/IJNDE.2023.052108.

[1] Xiang Dongping.(2020). Analysis of the current situation and countermeasures of General education in private colleges and universities -- A case study of six private undergraduate colleges and universities in Shanghai. Journal of Higher Education (16),194-196.

[2] Gao Xinfeng, Yu Chen & Li Shuang.(2020). Investigation on college students' learning input in online General Studies: A case study of Qingdao Agricultural University. Distance Education in China (05),38-45+53.

[3] Liu Gang & Zou Shanhua.(2023). Research on new model of General education in applied undergraduate universities. Theoretical Research and Practice of Innovation and Entrepreneurship (03),123-127+139.

[4] Jiang L. (2022). Research on the reform of General Education Curriculum in Public security colleges -- Objectives, Significance and evaluation. Journal of People's Police University of China (02),91-96.

[5] Huang Lingmei,& Nan Xiaopeng.(2020). An analysis of difficulties in the implementation of undergraduate General education courses in research-oriented universities: A survey on student satisfaction of General education courses in N University *. Higher Science Education (2), 80-86.

[6] Yang Ling, Kong Chuiqian & Liang Wenping.(2019). Study on satisfaction of online General Studies courses: A case study of Nanjing University of Aeronautics and Astronautics. Journal of Nanjing University of Aeronautics and Astronautics (Social Science Edition)(03),103-108.

[7] Liu Xiaojun, Chang Huajing, and Huang Yimin.(2023). Study on college students' satisfaction with online courses under the two-factor theory: A case study of a university. Journal of Fujian Medical University (Social Sciences Edition)(01),75-82.

[8] Hu Luwei & Zhu Yi.(2022). Study on Online course Learning Satisfaction: Based on Fuzzy Comprehensive Evaluation Method and IPA Quadrant Analysis. Journal of Nanjing Open University (01),19-26.

[9] Wu Di.(2023). Analysis of influencing factors and improving methods of online learning participation. Academy Education (06),89-91.

[10] Hu Yuanlin.(2018). A study on influencing factors of local undergraduate students' learning satisfaction: from the perspective of students' self-learning efficacy. Exploration of Higher Education (03),43-50.

[11] Yingying Li, Hongmei Zhang & Haizhou Zhang. (2020). During the outbreak of college students' network learning satisfaction model and empirical test - on the survey on 15 colleges and universities in Shanghai. Open education research (4), 102-111. The doi: 10.13966 / j.carol carroll nki kfjyyj. 2020.04.012.

[12] Tan Dongdong. (2016). Mind mapping remote intervention (a master's degree thesis, central China normal university). 

[13] Yin Meng & Hu Dan.(2023). The impact of online course quality perception on college students' online learning satisfaction. Journal of Xinyang Normal University (Philosophy and Social Science Edition)(01),41-48.

[14] Lu Shian, Zhang Chao, Yan Haorui & Jin Hongche.(2022). A study on the influence mechanism of students' professional identity in intelligent accounting training. Business Accounting (10),111-1

[15] He Jianjia, Yang Jing, Chen Jin, Tian Ying & Chen Xin.(2021). Influencing factors of Online learning satisfaction from an embedded perspective: An empirical study based on STE Model. Forum on Education and Teaching (31),17-20.

[16] Qi Lina, Xu Liya, Ma Suhui, Li Dan & Dou Na.(2021). The mediating effect of undergraduate learning engagement on online learning participation and learning satisfaction under blended teaching model. Chinese Journal of Rehabilitation Medicine (10),1283-1286.

[17] Sun Hongyan & Pan Hong.(2022). An analysis of influencing factors of blended learning engagement based on adversarial explanatory structure model. Chinese Medical Education Technology (02),138-143.

[18] Huang Rongwei, Huang Shengyue. (2019). MOOC study participation factors research. Software Tribune (education) (11), 5-7. Doi: 10.16735 / j.carol carroll nki jet. 2019.11.002.

[19] Ge Zhikang.(2021). Study on the influence of high school students' learning motivation and Self-efficacy on English online learning participation (Master's Thesis, Minnan Normal University).

[20] Zimmerman, B.J., & Schunk, D.H.(2011).Self-regulated learning and performance： An introduction and an overview[M]// Zimmerman, B.J.& Schunk, D.H.(Eds.).Handbook of selfregulation of learning and performance. New York：Routledge Press.

[21] Wen Xin & Zhu Cailan.(2021). The relationship between self-efficacy and learning satisfaction of college students in MOOC learning: An analysis of the mediating effect of learning engagement. Information Technology Education in China (21),105-109.

[22] Guo Yujuan.(2016). A study on the participation of university students in MOOCs in Capital Region (Master Dissertation, Beijing Institute of Technology).

[23] Qu Liaojian & Sun Liang.(2019). A study on influencing factors and improving strategies of undergraduate curriculum engagement in research-oriented universities. University Education Administration (01),113-124.

[24] Huang Yue.(2021). Research on the Optimization of Undergraduate General Education Management in Guangxi with Teaching quality improvement as the orientation (Master's Thesis, Guangxi University).

[25] Wei Yongmei & Ding He.(2022). Construction of education Model for General Education in colleges and universities in the new era. Chinese Higher Education (17),54-56.

[26] Li Yubin, Wang Lin & Yao Qiaohong.(2021). Development of Caring behavior Scale for teachers in online teaching. Modern Distance Education (03),52-61.

[27] Jessica Li, Wang Ci Xiao, and Wu Feng.(2015). Adult e-learning self-efficacy scale development and measurement. Journal of Distance Education (06),47-53.

[28] Shi Yinghui, Pu Qiuyu, Qu Zhuo & Wu Di.(2023). Current situation, influencing factors and improvement strategies of online course resource learning satisfaction. Modern Educational Technology (03),91-99.

[29] Fredricks, J. A., Blumenfeld,P. C.,& Paris, A. H. School engagement:Potential of the concept, state of the evidence. Review of educationalresearch,2004.74(1),59-109.

[30] Hair, J. F., Risher, J. J., Sarstedt, M., & Ringle, C. M. (2019). When to use and how to report the results  of PLS-SEM. European Business Review, 31(1), 2-24. https://doi.org/10.1108/EBR-11-2018-0203