How to build better environments that reinforce adaptation of online learning?——Evidence from a large-scale empirical survey of Chinese universities

Abstract This study is based on a comprehensive review of existing literature. Drawing upon the theories of task-technology fit (TTF) and technology adoption model (TAM), an integrated theoretical framework is developed. The framework places adaptability as a critical outcome variable and quality standard. This study constructs a student-centered online learning process model oriented towards effectiveness. The research is intended to utilize data from the "National Survey of Undergraduate Education Teaching Quality in Ordinary Universities" encompassing 123,894 Chinese university students from 272 undergraduate institutions. Through a questionnaire-based survey, the study comprehensively investigates the influence paths and mechanisms of several key factors, including environmental support (ES), teaching satisfaction (TS), perceived ease of use (PEU), task-technology fit (TTF), and learning adaptability (LA). The structural equation model largely validates the study's hypotheses, demonstrating significant correlations among the variables. The task-technology fit (TTF) and adaptability of university students are found to be influenced by teaching satisfaction (TS), perceived ease of use (PEU), and environmental support (ES). task-technology fit (TTF) emerges as a pivotal process variable in online learning. teaching satisfaction (TS) and perceived ease of use (PEU), as foundational elements, positively influence learning adaptability (LA) through the mediating role of task-technology fit (TTF). However, environmental support (ES) negatively predicts task-technology fit (TTF). The study findings offer empirical support for designing an environment conducive to enhancing students' adaptability in online learning. Furthermore, the outcomes guide policy formulation and practical strategies in various aspects, including optimizing teacher instruction in the online setting, enhancing students' perceived usability of digital technologies, and promoting the supply of online technological functionalities. Ultimately, these efforts contribute to the welfare of students' learning experiences.