Abstract
Guided by distributed cognition theory, we analyze the influential elements of content, tools, and contextual interactions in the online learning process through research and case studies to explore the characteristics and evaluation of college students’ willingness to engage in online learning behavior under distributed cognition and provide guidance for the experience design of online education platforms. Based on distributed cognition, this paper designs a convolutional neural network model based on InceptionNet, which uses a global average pooling layer instead of a fully connected layer to reduce the number of parameters, and InceptionNet increases the depth and width of the network by branching to improve the performance of the network and avoid overfitting. Distributed cognitive theory emphasizes the distributed nature of cognition, and the intrinsic variables that influence the willingness to participate in online learning communities from a systemic viewpoint are mainly attitudes, subjective norms, expected emotions, competence, sense of relatedness, desire, and perceived behavioral control. In addition, perceived behavioral control has a direct positive effect on the willingness to participate in online learning communities.
Highlights
IntroductionOnline education platforms have become an important tool to assist learning in recent years, and the number of online users and the variety and number of online education platforms continue to grow. e online education business is gradually developing in the direction of multidimensionality, depth, personalization, and segmentation, but the learning experience still suffers from the problems of designing a large number of cognitive activities around the individual cognitive ability of learners and resulting in low learning autonomy, lack of classroom participation, and little collaboration and communication among learners [1, 2]
Online education platforms have become an important tool to assist learning in recent years, and the number of online users and the variety and number of online education platforms continue to grow. e online education business is gradually developing in the direction of multidimensionality, depth, personalization, and segmentation, but the learning experience still suffers from the problems of designing a large number of cognitive activities around the individual cognitive ability of learners and resulting in low learning autonomy, lack of classroom participation, and little collaboration and communication among learners [1, 2].e rapid development and widespread use of Internet technology have led to dramatic changes in the way people live, work, learn, and communicate
Online Learning Based on Improved Convolutional Neural Networks e preference selection between candidate jobs can be attributed to a multiclassification problem, and the preference function is learned by an improved convolutional neural network using an incremental learning strategy [25]
Summary
Online education platforms have become an important tool to assist learning in recent years, and the number of online users and the variety and number of online education platforms continue to grow. e online education business is gradually developing in the direction of multidimensionality, depth, personalization, and segmentation, but the learning experience still suffers from the problems of designing a large number of cognitive activities around the individual cognitive ability of learners and resulting in low learning autonomy, lack of classroom participation, and little collaboration and communication among learners [1, 2]. (2) Based on distributed cognitive theory, this paper analyzes the internal variables affecting the willingness to participate in online learning community from the perspective of system view. It explores the relationship between these internal variables and students’ behavior intention. Some scholars have long applied distributed cognition theory to educational practice; the study in [18] introduced distributed cognition theory to the analysis and design of offline classroom learning activities, arguing that it is important to focus on the design of learning content and teaching tools and on the collaborative communication activities among learners in the learning environment, which provides a new research perspective on the design learning. None of the above studies have developed a detailed description of how to optimize the experience of e-learning practices through distributed cognitive theory from a design perspective
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