The Influence Of Online Learning Autonomy And Interaction On Learning Results Of College Students

The new generation of information technology has put forward transformative requirements for personnel training,teaching mode and the role of teachers and students.Whether technology can be deeply integrated with teaching has been widely concerned.This study focuses on online autonomous learning and interactive learning for undergraduates to explore the characteristics of online learning and its impacts on learning outcomes.This study mainly focuses on the following questions: First,compared with offline learning,how are college students' autonomous learning and interactive learning performance in the process of online learning? Second,what are the differences in learning autonomy and interaction among college students with different background variables in online learning? Third,what is the influence mechanism of college students' online learning autonomy and interaction on learning results? Fourth,how does the change of teaching environment from offline to online affect college students' autonomous learning and interactive learning? Fifth,how to improve students' autonomy and interaction in online learning?This study adopts the mixed research method of the combination of quantity and quality.Firstly,it combs the literature of the existing theoretical and empirical research,and puts forward the research questions and specific hypotheses;Secondly,it takes the undergraduates from 39 colleges and universities in Shanghai as the research object.A total of 56292 valid questionnaires were collected,and the online autonomous learning and interactive learning characteristics of undergraduates were analyzed by using the research methods of multiple linear regression and intermediary effect.Finally,nine undergraduates with different educational backgrounds are interviewed to supplement the experience and interpretation of learners' perspective,and further analyze the influence mechanism of students' online learning experience and learning process on learning res ults.The main conclusions of this study are as follows: First,the improvement of students' problem-solving ability is the most through online learning,while the improvement of professional ability is less;Second,there are significant differences between online autonomous learning and interactive learning in person al background variables,especially in family background and subject categories.There are significant differences in autonomous learning between "Double First-Class" and non-"Double First-Class" college students,but the interactive difference is not obvious.Third,undergraduate online autonomous learning and interactive learning levels will have a significant positive impact on learning results,and the degree of improvement of students' general ability is higher than that of professional ability.The research shows that,compared with student-student interaction,positive teacher-student interaction is more significant to improve the online learning results of undergraduates,indicating that the interactive communication between students and teachers is more critical in online learning;Fourth,compared with interactive learning,undergraduate online autonomous learning level is the key factor affecting learning results(the effect value of the regression model is the largest).The study also found that the influence of students' online autonomous learning level on learning results is achieved through the intermediary variable of interactive learning;Fifth,in the process of switching from offline to online learning,the group whose initial state of autonomous learning is in the middle level is the most affected,the learning atmosphere affects undergraduates' autonomous learning,and learning motivation is directly related to autonomous learning.Sixth,in the process of online learning,the frequency of interaction between college students and learning content is the highest.On the whole,the online interaction between teachers and students is positive,but the frequency of visual synchronous interaction is low.The meme culture in the online asynchronous interaction is easy to shorten the distance between teachers and students.Finally,this study puts forward specific suggestions from five aspects: students' self-building online learning community,teachers and schools supervising and guiding students' online autonomous learning,increasing the frequency of s ynchronous visual interaction between teachers and students,retaining high-quality online resources such as recording and broadcasting lessons,and providing o nline teaching rewards and learning aids.