The Empirical Research Of How The On-line Learning Task Design Influent Learning Effect

E-learning is becoming an important way of learning, but learning effect is not satisfactory. In the Internet environment, how to improve the learning effects of learners is one of the concerned issues to experts and scholars. Learning task is the core of e-learning activities, from the existing literature, experts and scholars have made some achievements in terms of meaning and types of learning tasks, status and factors as well as design principles, but in the internet environment, when to present the learning tasks, how long it should be designed, how it can be clearly evaluated, in these areas they are a lack of the empirical research. In this study, author explore the relationship between learning task design and learning effects from the following three weak aspects,the present opportunity of task, the time urgency of task and the clarity of evaluation rule. The results show that:1、In terms of the present opportunity of task, in the learning assessment prior to learning content condition, the average score was tested on memorizing achievement was significantly higher than the group which is in the Learning content prior to learning Assessment condition; And the mean score of it on the migration of learning is also higher than the students which are in the learning content prior to learning assessment condition.2、In the learning content prior to learning assessment condition,learners under the task is urgent conditions,the groups were tested on memorizing and migration achievement were significantly higher than normal group. In the learning assessment prior to learning content condition, learners under the task is urgent conditions,the groups were tested on memorizing achievement was higher than normal group, but the average score is slightly lower than the normal group on migration achievement.3、The present opportunity of task and the time urgency of task does not produce mutual influence to on-line learning on memorizing achievement, but produce mutual influence to on-line learning on migration achievement: the students who are under the urgent task situation, using learning content prior to learning assessment, which migrating result is higher than another group; and the students who are under the ordinary task situation, using learning content prior to learning assessment, which migrating result is lower than another group.4、The students who are in the clarity of evaluation rule condition, at the end of the test subjects, the scores of them on the memorizing and migration are higher than the ordinary group.Finally, on the basis of the study conclusions,the author puts forward suggestions for the design of learning task, in order to improve the on-line learning effect of students.