Wang Yonghong, Zuo Mingzhang, He Xiangchun, Wang Zhifeng
Faculty of Artificial Intelligence in Education, Central China Normal University, Wuhan 430079, China.
College of Educational Technology, Northwest Normal University, Lanzhou 730070, China.
Behav Sci (Basel). 2025 Jan 17;15(1):78. doi: 10.3390/bs15010078.
As online learning platforms become prevalent, online learning has been an important way for college students. Online learning engagement, as an evaluation of online learning quality, is crucial for enhancing learning quality and promoting higher education by investigating college students' engagement and its influencing factors in the online learning environment. This paper aims to identify key factors affecting college students' online learning behavioral engagement. Based on a literature review, the Delphi expert consultation method was used to build an assessment framework covering five dimensions (participation, concentration, interaction, challenge, and self-monitoring) with sixteen specific indicators. The Analytic Hierarchy Process (AHP) determined the weights of these factors. Then, data from 63 students using the "Ketangpai" online learning platform were collected and analyzed to explore the correlation and predictive relationships between online learning behavior indicators and academic achievements. The results showed a strong correlation between the frequency of accessing online learning resources and long-term online learning and academic performance, and a prediction model was established. The framework offers theoretical and methodological insights for designing online learning activities and evaluating learning quality. It supports intervening in and assessing college students' online learning processes and improving learning quality. Also, exploring the relationship helps educators formulate personalized online teaching strategies, improving online education effectiveness and students' learning experiences.
随着在线学习平台的普及，在线学习已成为大学生的重要学习方式。在线学习参与度作为在线学习质量的一种评估，通过调查大学生在在线学习环境中的参与度及其影响因素，对于提高学习质量和推动高等教育至关重要。本文旨在识别影响大学生在线学习行为参与度的关键因素。基于文献综述，采用德尔菲专家咨询法构建了一个涵盖五个维度（参与度、专注度、互动性、挑战性和自我监控）以及十六个具体指标的评估框架。层次分析法（AHP）确定了这些因素的权重。然后，收集并分析了63名使用“课堂派”在线学习平台的学生的数据，以探讨在线学习行为指标与学业成绩之间的相关性和预测关系。结果表明，在线学习资源的访问频率、长期在线学习与学业表现之间存在很强的相关性，并建立了一个预测模型。该框架为设计在线学习活动和评估学习质量提供了理论和方法上的见解。它有助于对大学生的在线学习过程进行干预和评估，提高学习质量。此外，探索这种关系有助于教育工作者制定个性化的在线教学策略，提高在线教育效果和学生的学习体验。
