Research On The Status Of Online Learning Engagement Of Sports Majors

Affected by the epidemic in early 2020,colleges and universities across the country carried out online teaching in accordance with the requirements of the Ministry of Education.From the past,online learning has become the main method of learning during the epidemic.The online learning input of college students directly reflects the quality of online learning.In addition to theoretical courses in physical education,some professional technical courses have higher requirements for learning venues,equipment,and subject professional equipment.The implementation of online learning has a direct impact on physical education students.Therefore,it is particularly important to explore the online quality of colleges and universities from the perspective of undergraduates’ online learning engagement in sports.This research is based on learning input theory and constructivist learning theory,taking undergraduates from Nanning Normal University as the survey object,using literature analysis,questionnaire surveys,interviews and other methods to investigate the online learning input status of physical education undergraduates in different courses.The research analyzed and discussed the learning input level of different courses from the three dimensions of participation dimension,concentration dimension,and student-teacher interaction.The research analyzed and discussed the learning input level of different courses from the three dimensions of academic challenge,active cooperative learning,and student-teacher interaction.Through research,the following conclusions are obtained:1.The overall investment in online learning of public theory courses is at a moderately low level.Among them,the participation dimension has the highest score,the student-teacher interaction is the second,and the concentration dimension is the last.The scores of the three dimensions are all below the middle level.The reason may be related to the school’s learning requirements and students’ learning interests.2.The overall investment in online learning of professional theory courses is at a moderately low level.Among them,the score of participation dimension is at the middle level,and the other two are lower than the middle and low level.The reason may be related to the importance of professional courses and the application of students’ theories in practice.3.The overall investment in online learning of professional skills courses is at a medium level.Among them,the participation dimension is at a medium-high level,student-teacher interaction is at a medium level next,and the focus dimension is ranked at a medium-low level at the end.The reason may be related to students’ achievement motivation and learning equipment resources.4.The gender difference of undergraduates majoring in physical education at Nanning Normal University has an impact on the level of online learning input.Boys’ online learning input level is higher than that of girls,and they participate in three types of courses: public theory courses,professional theory courses,and professional skills courses.There are very significant differences in dimensions,focus dimensions,and teacher-student interaction dimensions.5.There is no significant difference in the overall level of investment in online learning among undergraduates majoring in physical education at Nanning Normal University.However,in terms of the focus dimension of professional theoretical courses,the level of investment of 2019 students is significantly higher than that of 2017 students.Among the teacher-student interaction dimensions,the level of engagement of2018 students is significantly higher than that of 2019 students.Based on the degree and performance of the middle learning input of each course during the online learning period,the following suggestions are made:1.Enhance the attractiveness of students’ theoretical courses.The use of modern network technology resources has novel,visual,animation and other effects to enrich classroom content.Enhance timely teaching feedback and teaching evaluation,allowing students to accurately grasp their own gains and losses in all stages and aspects of learning,and improve the attractiveness of course learning through positive teaching evaluations.2.Cultivate students’ awareness of active learning.In the learning process,students’ active exploration,thinking,and understanding are emphasized,so that students can transform course teaching requirements into their own learning goals;at the same time,students’ critical thinking is cultivated,and the current social phenomena of sports are combined with the knowledge they have learned.Encourage students to think proactively and not rush to give answers to students’ questions.Students can use the Internet to conduct preliminary explorations and then provide guidance and help for in-depth inquiry learning.3.Improve the student-teacher interaction mechanism.In the class stage,we should pay attention to strengthening the dialogue and interaction from the teacher’s perspective.The learning interaction from the student’s perspective,participation in questions and answers,discussions,activities,and the development of student interaction habits require teachers to fully consider and design carefully in the teaching design to stimulate students’ interest in learning,To promote the generation of internal learning motivation.In the after-class stage,based on the interaction of teachers,the school can use the superior resources of the master’s degree program to introduce postgraduate teaching assistants to assist in interaction,so as to ensure the immediacy of after-class interaction.4.Pay attention to individual differences among students to teach students in accordance with their aptitude.In teaching practice,pay attention to students’ grade differences and gender differences.Teachers should explore more reasonable teaching methods and assessment mechanisms for students of different grades and genders.Pay attention to the process of educating people,so that students of different grades and genders can find their own shortcomings in each stage of learning and assessment,and then improve their learning methods and increase their learning commitment.5.Strengthen online teaching and training.Schools should organize teachers to conduct online teaching knowledge training,and make teachers familiar with online teaching procedures and requirements through professional guidance,improve the overall level of online teaching,improve online teaching design,and provide teachers with the ability to design and carry out high-quality online courses.