大学生自主在线学习意识及在线学习效果的实证研究

在新冠疫情背景下在线学习的常态化发展,大学生的自主在线学习意识和学习效果已然成为评价学习质量和教育质量的观察指标。该研究旨在通过对336名大学生进行自主在线学习意识、学习效果及两者关系的研究分析,为在线学习意识和效果的提高提出相关建议。采用曼-惠特尼U检验和Kruskal-Wallis检验分析进行在线学习意识、学习效果的现状及差异性分析;采用多因素线性回归分析在线学习意识和学习效果的影响因素;在线学习意识和学习效果的相关性检验采用Spearman相关性分析。研究发现影响大学生自主在线学习意识和学习效果的因素包括专业、年级、学习时间、学习频率及网络环境。建议学校针对不同专业、年级学生合理有计划地安排自主在线学习时间和频率,优化在线学习网络环境和在线学习资源,进而提高自主在线学习意愿和学习效果。

With the normalized development of online learning in the context of COVID-19,college students'awareness of independent online learning and learning effect have become observation indicators to evaluate the quality of learning and education.The purpose of this study is to improve online learning awareness and effectiveness of the corresponding countermeasures through the research and analysis of 336 college students'consciousness of autonomous online learning,learning effect and their relationship.Mann-whitney U test and Kruskal-Wallis test were used to analyze the status quo and difference of online learning awareness and learning effect.Multi-factor linear regression was used to analyze the influencing factors of online learning awareness and learning effect.Spearman correlation analysis was used to test the correlation between online learning awareness and learning effect.It is found that the factors that affect the consciousness and effect of self-regulated online learning include major,grade,learning time,learning frequency and network environment.It is suggested that schools arrange the time and frequency of independent online learning in a reasonable and planned way for students of different majors and grades,optimize the online learning network environment and online learning resources,and improve the willingness and effect of independent online learning.