School of Economics and Management, Anhui University of Science and Technology, Huainan, China.
School of Earth and Environment, Anhui University of Science and Technology, Huainan, China.
Front Public Health. 2022 Mar 17;10:853928. doi: 10.3389/fpubh.2022.853928. eCollection 2022.
With the spread of COVID-19 worldwide, online education is rapidly catching on, even in some underdeveloped countries and regions. Based on Bandura's ternary learning theory and literature review, this paper takes online learning of college students as the research object and conducts an empirical survey on 6,000 college students in East China. Based on literature review and factor analysis and structural equation model, this paper discusses the relationship among learning cognition, learning behavior, and learning environment in online learning of college students. The learning behavior includes interactive communication, self-discipline mechanism, classroom learning, and study after class. The learning environment includes teaching ability, knowledge system, platform support, process control, and result evaluation; learning cognition includes learning motivation, information perception, and adaptability. It is found that the learning environment has a significant positive impact on learning behavior, and learning cognition has a significant positive impact on learning behavior. It is uncertain whether the learning environment significantly impacts learning cognition. At the learning environment level, the teaching ability (0.59) has the most significant impact on the learning environment, followed by result evaluation (0.42), platform support (0.40), process control (0.33), and knowledge system (0.13). In terms of the influence on learning behavior, classroom learning has the most significant impact (0.79), followed by self-discipline mechanism (0.65), study after class (0.54), and interactive communication (0.44). In terms of learning cognition, information perception (0.62) has the most significant influence, followed by learning motivation (0.50) and adaptability (0.41). This paper suggests strengthening the construction of platforms and digital resources to create a more competitive learning environment. Improve process management and personalized online services, constantly stimulate students' enthusiasm for independent online learning, and cultivate students' online independent learning ability to promote the sustainable and healthy development of online education.
随着 COVID-19 在全球范围内的传播，在线教育迅速普及，即使在一些欠发达国家和地区也是如此。基于班杜拉的三元学习理论和文献回顾，本文以大学生在线学习为研究对象，对华东地区的 6000 名大学生进行了实证调查。通过文献回顾和因子分析与结构方程模型，探讨了大学生在线学习中的学习认知、学习行为和学习环境之间的关系。学习行为包括互动交流、自律机制、课堂学习和课后学习；学习环境包括教学能力、知识体系、平台支持、过程控制和结果评价；学习认知包括学习动机、信息感知和适应性。研究结果表明，学习环境对学习行为有显著的正向影响，学习认知对学习行为有显著的正向影响，而学习环境对学习认知的影响则不确定。在学习环境层面，教学能力（0.59）对学习环境的影响最大，其次是结果评价（0.42）、平台支持（0.40）、过程控制（0.33）和知识体系（0.13）。在对学习行为的影响方面，课堂学习的影响最大（0.79），其次是自律机制（0.65）、课后学习（0.54）和互动交流（0.44）。在学习认知方面，信息感知（0.62）的影响最大，其次是学习动机（0.50）和适应性（0.41）。本文建议加强平台和数字资源建设，营造更具竞争力的学习环境。完善过程管理和个性化在线服务，不断激发学生自主在线学习的积极性，培养学生在线自主学习能力，促进在线教育的可持续健康发展。
