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An analysis of the interactive behaviors of self-learning management in a web-based Moodle e-learning platform

机译：基于Web的Moodle电子学习平台中自学管理互动行为的分析

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This study adopted quasi-experiments and semi-structure interviews to investigate students’ interactive behaviors in a situated internet-assisted learning environment. Forty senior university students participated in the study after taking a three-hour introductory energy course each week for 18 weeks with web-based cooperative learning at a Moodle learning platform. It was found that 62% of the students who have participated in the interactive discussions demonstrate significantly better learning outcomes than those who do not. Students believed that asynchronous web-based cooperative learning offered good learning approaches and experience. Through Moodle’s e-learning platforms, students could express their own opinions freely and refer to other people’s viewpoints towards the teaching themes. From the interview data, it was found that when students provided possible answers or gave their own explanations, they were not only connected to their previous knowledge, but also had self-reflections on their own opinions and re-examine their opinions when they were evoked by the stimulus of different opinions. From the feedback data, it showed that 52.4% of students were satisfied with the web-based cooperative learning. By means of interviews, it was verified that students held positive thoughts that on-line discussions offered them the chance to express different opinions and stimulated their thinking to promote their robust optimal self-learning management.
机译：这项研究采用了准实验和半结构式访谈，以调查学生在互联网辅助学习环境中的互动行为。四十名高级大学生参加了这项研究，之后每周在Moodle学习平台上进行基于网络的合作学习，为期18周，每周进行三小时的能量入门课程。结果发现，参与互动讨论的学生中有62％的学习成果比未参加的学生要好得多。学生认为基于异步Web的合作学习提供了良好的学习方法和经验。通过Moodle的在线学习平台，学生可以自由表达自己的观点，并参考他人对教学主题的观点。从访谈数据中发现，当学生提供可能的答案或给出自己的解释时，他们不仅与以前的知识相关联，而且对自己的观点有自我反省，并在被唤起时重新审视自己的观点。受到不同意见的刺激。从反馈数据中可以看出，有52.4％的学生对基于网络的合作学习感到满意。通过访谈，证实了学生持有积极的想法，在线讨论为他们提供了表达不同意见的机会，并激发了他们的思维，以促进他们强大的最佳自学管理。

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