Behavioral Intentions and Challenges of Students in Online Learning and Their Implications to Educational Management

This study aimed to describe the behavioral intentions and challenges of students in online learning and their implications for educational management, using a mixed-methods approach with concurrent triangulation design. Quantitative and qualitative data were collected simultaneously through surveys and interviews from middle school students in Altay, Xinjiang, China. A total of 200 questionnaires were distributed and collected, and interviews with randomly selected respondents were conducted. The data were analyzed using mean, weighted mean, and thematic analysis. Findings revealed that most students find online learning convenient, fast, and effective, enhancing self-learning and collaborative abilities. However, they also noted a lack of interactivity and fun. Challenges identified included a lack of self-discipline, unstable internet connections, and insufficient technical support and teacher guidance. These issues led some students to feel helpless and confused. Despite these challenges, students perceived the usefulness of online learning from academic, economic, health, and social-emotional perspectives. They experienced greater opportunities for independent and collaborative learning. The study proposes measures and strategies for school administrative departments, teachers, learning platforms, students, and parents to enhance online learning experiences and address the identified challenges.