Welcome to Francis Academic Press

Frontiers in Educational Research, 2024, 7(6); doi: 10.25236/FER.2024.070607.

Learning Strategies and Effects of Distance Education in China


Shenghan An

Corresponding Author:
Shenghan An

LPU Lyceum of the Philippines University, MAELM Master of Arts in Educational Leadership and Management, Batangas, Philippines


Learning engagement is an important factor in ensuring the quality of learning and promoting deeper learning among students, and is increasingly valued in the quality assessment of higher education. A questionnaire survey is conducted among learners at Batangas State University in the Philippines to analyse their current level of learning engagement, and a detailed analysis is made of the differences in learning engagement levels among different categories of learners. The results indicate that the overall level of learning engagement among distance learners is relatively high, the dimensions, from high to low, are emotional engagement, cognitive engagement, and behavioural engagement. The items with the lowest level of learning engagement are distributed in four tertiary indicators of learners: interpersonal interaction, time management, emotional management, and sense of belonging. The study also indicates that there are significant differences in the level of different learning engagement (in terms of gender, age, and major); finally, it is proposed evaluation methods to enhance the learning engagement of distance learners.


Distance Learning, Learning Engagement, Differential Analysis, Evaluation Method

Cite This Paper

Shenghan An. Learning Strategies and Effects of Distance Education in China. Frontiers in Educational Research (2024) Vol. 7, Issue 6: 53-59. https://doi.org/10.25236/FER.2024.070607.


[1] Liu, S., Peng, C., & Srivastava, G. (2023). What influences computational thinking? A theoretical and empirical study based on the influence of learning engagement on computational thinking in higher education. Computer Applications in Engineering Education, 31(6), 1690-1704.

[2] Aljedaani, W., Krasniqi, R., Aljedaani, S., Mkaouer, M. W., Ludi, S., & Al-Raddah, K. (2023). If online learning works for you, what about deaf students? Emerging challenges of online learning for deaf and hearing-impaired students during COVID-19: a literature review. Universal access in the information society, 22(3), 1027-1046.

[3] Bough, A., & Martinez Sainz, G. (2023). Digital learning experiences and spaces: Learning from the past to design better pedagogical and curricular futures. The Curriculum Journal, 34(3), 375-393.

[4] Mouffok, K., Hamzaoui-Elachachi, H., & Omari, F. Z. I. (2023). Online Classes Versus On-Site: Impact on Algerian Chemistry Students’ Motivation. Journal of Positive School Psychology, 7(8), 81-94.

[5] Wang, C., Joltikov, K. A., Kravets, S., & Edward, D. P. (2023). Computer vision syndrome in undergraduate and medical students during the COVID-19 pandemic. Clinical Ophthalmology, 1087-1096.

[6] Vezne, R., Yildiz Durak, H., & Atman Uslu, N. (2023). Online learning in higher education: Examining the predictors of students’ online engagement. Education and information technologies, 28(2), 1865-1889.

[7] Cheng, S. L., Chang, J. C., Quilantan‐Garza, K., & Gutierrez, M. L. (2023). Conscientiousness, prior experience, achievement emotions and academic procrastination in online learning environments. British Journal of Educational Technology, 54(4), 898-923.

[8] Ma, L., & She, L. (2024). Self-regulated learning and academic success in online college learning. The Asia-Pacific Education Researcher, 33(3), 519-533.

[9] Jin, X., Jiang, Q., Xiong, W., Feng, Y., & Zhao, W. (2024). Effects of student engagement in peer feedback on writing performance in higher education. Interactive Learning Environments, 32(1), 128-143.

[10] Carambas, J. R., & Espique, F. P. (2023). Lived experiences of teachers and students in distance education: shift from traditional to online learning. Educational Technology Quarterly, 2023(4), 422-435.

[11] Koçak, Ö., & Göksu, İ. (2023). Engagement of Higher Education Students in Live Online Classes: Scale Development and Validation. TechTrends, 67(3), 534-549.

[12] Lin, W., Zaman, S. I., Jamil, S., & Khan, S. A. (2023). Students engagement in distant learning: How much influence do the critical factors have for success in academic performance. Psychology in the Schools, 60(7), 2373-2394.

[13] Andrin, G., Kilag, O. K., Groenewald, E., Benitez, J., Dagala, F., & Ubay, R. (2024). Borderless Learning Environments: Impacts on Educational Management Strategies. International Multidisciplinary Journal of Research for Innovation, Sustainability, and Excellence (IMJRISE), 1(2), 43-49.

[14] Schmitz, B., & Hanke, K. (2023). Engage me: Learners’ expectancies and teachers’ efforts in designing effective online classes. Journal of Computer Assisted Learning, 39(4), 1132-1140.