Abstract
Hybrid learning, which integrates online teaching and offline teaching, can promote the autonomous learning ability, cooperative learning ability, and personalized development of students. Whether online learning or offline learning, the learning quality hinges on the good learning behaviors and learning participation. The existing studies have paid little attention to the learning behaviors in various dimensions. As a result, there is no scientific criterion for quantifying students’ cognitive participation. This paper explores learning behaviors and cognitive participation in online-offline hybrid learning environment. Firstly, the authors provided the clustering algorithm and dimensionality reduction algorithm for learning behavior analysis under the hybrid learning environment. Then, the student cognitive participation was modeled, and the dynamic cognitive participation degree in each learning dimension was weighted through partial correlation analysis. The proposed model was proved effective through experiments.
Highlights
The rapid development of online technology and information technology has brought certain changes to the learning environment, learning contents, and learning methods in the field of education [1,2,3,4,5,6]
This paper explores learning behaviors and cognitive participation in online-offline hybrid learning environment
The online learning behaviors in the hybrid learning environment are mostly influenced by offline teaching activities, which mainly take the form of teacher-student interaction
Summary
The rapid development of online technology and information technology has brought certain changes to the learning environment, learning contents, and learning methods in the field of education [1,2,3,4,5,6]. Citrawathi et al [21] explored the biological research projects of College of Mathematics and Natural Sciences, Ganesha University of Education, aiming to verify the effectiveness of problem model-based thinking on sharing learning, and to boost the student participation and learning results of in digestive system research. Their tools include questionnaires and observation forms about learning participation and responses, as well as knowledge tests on cognitive learning results.
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