Analysis of the influence of learning engagement, interactive behavior and learning motivation on learning effect on online learning of Physiology course
10.3760/cma.j.cn116021-20200922-00785
- VernacularTitle:《生理学》线上学习中学习投入、互动行为和学习动机对学习效果的影响分析
- Author:
Yuzhen HE
1
;
Yangting XU
;
Yuhao MAO
;
Siying ZHENG
;
Ming JI
;
Ziqiang LUO
Author Information
1. 中南大学湘雅医学院五年制临床医学专业，长沙 410013
- Keywords:
Online learning;
Learning engagement;
Interactive learning behavior;
Learning motivation;
Massive open online course
- From:
Chinese Journal of Medical Education Research
2022;21(3):288-292
- CountryChina
- Language:Chinese
-
Abstract:
Objective:To analyze the online learning behaviors and learning results of students under different teaching modes with different learning motivations, and to provide a reference for optimizing the development of online teaching.Methods:Samples of students taking the physiology small private online course (SPOC) in 2019 and 2020, and students taking the massive open online courses (MOOC) in the same year were selected in the study to discuss the differences in learning behaviors of students under different teaching modes and learning effects on students with different learning motivations. The online learning behaviors of students were analyzed based on their learning engagement, interactive behavior and learning motivation. SPSS 25.0 was used to analyze the data with statistical methods such as function calculation, frequency statistics, regression analysis, rank sum test, correlation test and chi-square test.Results:The learning participation level ( z=14.36, P<0.001), and the human-machine and interpersonal learning interaction level ( z=-11.70, -16.18, both P<0.001) of SPOC learners in 2020 were higher than those in 2019. The overall interactive level was moderately correlated with performances of students ( r=0.42, 0.52, both P<0.001), and the correlation between interpersonal behavior and grades was much more stronger ( r=0.60, 0.55, both P<0.001). The performance composition of SPOC and MOOC learners in 2019 was completely different ( χ2=857.45, P<0.001). The learning effect of externally motivated students was significantly better than that of internally motivated students ( z=-28.42, P<0.001). Conclusion:The teaching mode adopted by the school can affect the learning effect by influencing the students' online learning engagement and interactive behavior. Besides, students' own learning motivation also plays a key role in their academic performance.
