Research On The Communication Effect Of Online Courses Based On Media Richness Theory

We have entered the Internet era,and "Internet +" has been mentioned as the strategic height of national development.The use of Internet technology to develop education is an important part of this strategy.As a result,online teaching has also received more and more attention.This attention is not only manifested in the actual application and promotion of online teaching,but also manifested in the theoretical research on online teaching,especially how to improve the effect of online teaching.However,compared with the traditional offline teaching,online teaching is still an auxiliary method.In the past,most of the research on this issue was based on case observation or controlled experiment.At the beginning of 2020,a sudden epidemic(COVID-19)made online teaching,which was previously used as an auxiliary means,a choice that people had to make.The practice of online teaching during the epidemic is tantamount to providing a large-scale social experiment for studying online teaching,or a very real field sample.Based on such "social experiment" or "field sample" research,it is possible to obtain more real and reliable data than past research.Different from general investigation and research,the author does not discuss the effects of online teaching in a general sense,but based on media richness theory,absorbs the research results of the concept of quasi-social communication,collects and studies by establishing my own research model Data to form research conclusions.This study uses the characteristics of the students in class,the richness of the online course platform,the quasi-social relationship between students and online course teachers,the attractiveness of the instructor,and the degree of ambiguity of the online course content.These four independent variables are related to the effect of online course teaching and students attending classes.The relationship between the three groups of dependent variables,pleasure and the driving force of students to attend classes,is used to determine problems,establish hypotheses,and use independent variables to predict dependent variables,thereby providing theoretical guidance for improving online teaching.The sample for this study was taken from 590 college students who participated in online teaching in eastern China during the epidemic,and the reliability of each scale met the measurement requirements.The study found that there is no significant difference between men and women in the experience of using online courses and the quasi-social relationship with the instructor,but there is a significant difference between extroversion and task attractiveness;the more outgoing students,the more outgoing students,the more the experience of using online courses.The richer the online course,the better the effect of online course dissemination;the richness of the online course platform and the ambiguity of the course content have significant meanings to the online course dissemination effect;among the 36 multiple linear regression models established,except that the immediacy of feedback is between students and In terms of teacher connections,diversified talents and learning methods,and enjoyment,they have no significant predictive significance for the communication effect of online courses,and other variables have significant predictive significance for the communication effects of online courses.