Abstract
E-learning has advantages of huge learning resources, enthusiastic learners, friendly interaction and flexible space-time, especially, the large-scale application of many new educational technologies makes e-learning possible. Based on the theory of deconstruction program behavior and task technology fit model, four assumptions of e-learning behavior’s influence on learning performance of students’ disaster emergency knowledge were put forward from two aspects, namely the individual factors (self-efficacy), information literacy and environmental factors (technical characteristics, and promote conditions), the PLS (partial least squares) method was used to carry out regression analysis of affecting factors. Results show that the Cronbach’s ɑ values of the questionnaire are all greater than 0.8, indicating that the measurement indexes have high reliability. AVE (average variance extracted) values of all latent variables are greater than the threshold level of 0.5, showing good aggregation validity. The square root of AVE value is greater than correlation coefficient of each latent variable, and the discrimination validity is good. Information literacy, technical characteristics and facilitation conditions have a positive and significant impact on learning performance of students adopting e-learning of disaster emergency knowledge. The conclusions provide practical suggestions and opinions for enriching the analysis of learning behavior under the e-learning environment, depicting the characteristics of students’ e-learning behavior.
Highlights
Under the background of technology application of “Internet + education”, it is more and more accepted by the general public by relying on the network for across time and space to learn
Hypothesis 2 is valid, and the conclusion that information literacy has a positive impact on learning performance of students’ disaster emergency response skills is valid, which is significant at the level of 1%
Hypothesis 3 is valid, and the conclusion that technical characteristics have a positive impact on learning performance of students’ disaster emergency response skills is valid, which is significant at the level of 5%
Summary
Under the background of technology application of “Internet + education”, it is more and more accepted by the general public by relying on the network for across time and space to learn. In the process of e-learning concept and modern education gradually transforming from traditional classroom teaching to classroom coexisting with e-learning styles, concept of lifelong learning deeply rooted in the hearts of the people and construction of learning society, make different populations acceptable of China’s network study way. With the increasing frequency of all kinds of emergencies, China’s crisis response should improve government’s risk management ability, and improve the public’s emergency literacy level and students’ self-rescue ability It has become an organic part of effectively enhancing joint participation of all members in disaster risk resistance. This can help promote the whole society forming disaster emergency ability, and reducing impact of disasters on economic and social development
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