The Effects Of Interpersonal Interaction On Online Learning Satisfaction

With the development of Internet technology in the 21st century,Web-based course learning has gradually attracted the attention of all countries in the world.However,the high dropout rate caused by the poor experience of Web-based learning is the main factor that hinders the development of Web-based learning.As the most important factor in e-learning,interpersonal interaction among e-learners plays an important role in improving the satisfaction of e-learning.However,previous studies on online learning satisfaction mostly focus on the external indicators of interpersonal interaction and seldom discuss the internal information construction of interpersonal interaction in online learning.The interpersonal interaction in the process of online learning mainly has two aspects,emotion interaction and knowledge interaction.On the one hand,emotional interaction pulls in the intimate distance of learners,and the intimacy between learners improves learners’ motivation to participate in learning and experience in the learning process.On the other hand,knowledge interaction transmits the key information of cooperative learning and promotes the learning process.The key information of knowledge interaction is unique information with difference.Differential information not only has attention preference effect,but also plays an important role in improving the fluency of learning process and promoting the construction of knowledge space.Dual paths of social factors and cognitive interaction research to understand the online learning satisfaction improve way provide a more comprehensive theoretical framework,this study using laboratory experiment method,the natural experimental method and experimental method of education layer on the discussion of the information heterogeneity interaction and social interaction in the short-term task cooperation and mechanism in the real online classroom.Study 1 was a laboratory experiment to explore the effect of information heterogeneity on the satisfaction and effectiveness of online learning,as well as the differences in cognitive processing between ordinary information and novel information perceived by the subjects.We found that low information heterogeneity online learning satisfaction is significantly higher than the high information heterogeneity,study result on the total character of participant answer masking effect of different information.Control the total characters,partial correlation analysis found that information heterogeneity and the participant answer is negative correlation,namely the increase of the information heterogeneity led to the fall of the online learning satisfaction and learning result.Compared with the ordinary information,the subjects processed novel information faster and responded to it faster.The results verify the promotion effect of appropriate low information heterogeneity on online learning satisfaction and online learning effect,the attention preference effect and interactive promotion effect of novel information.Study 2 was a natural experiment to explore the mediating effects of information heterogeneity on the relation between online intimacy and online learning satisfaction online learning outcomes.In order to obtain a truly representative distribution of online intimacy,the familiar group and the unfamiliar group were recruited according to the degree of familiarity.The results showed that the difference information had a marginal significant mediating effect on the relationship between online intimacy and online learning satisfaction.In the familiar group,the perceived differences of viewpoints and communication contents were significantly higher than those in the unfamiliar group.The results showed that the discrepant information was driven by online intimacy,and the closer online intimacy would produce more discrepant information interaction,and further affect the participants’ satisfaction in learning.Study 3,an educational experiment was conducted to verify the moderated mediation model of the mediating path between online intimacy and online learning satisfaction through the one-month online teaching process,and the results showed that the moderated mediating path was not significant.However,further analysis found that under the condition of low difference information,knowledge sharing had a significant mediating edge between online intimacy and online learning satisfaction,and with the increase of information heterogeneity,this mediating path tended to be insignificant.Result explains an intimacy and the information flow model in a real online classroom,the difference of information interaction with low scenario,online intimacy to promote the knowledge sharing and knowledge sharing behavior contributed to the online learning satisfaction,but in high information heterogeneity,learner-learner interaction produces the obstacles of knowledge sharing,and the mediating effect of knowledge sharing fade away.Present research summarizes previous literature,proposes a dual-path model of emotion and cognition in online learning satisfaction,and finds that in online learning,the stable presence of intimacy promotes online learning satisfaction and knowledge sharing.In both short-term cooperative tasks and long-term real online classroom,high information heterogeneity has been found to hinder interpersonal interaction.Therefore,learning organizers should try their best to guide students to construct knowledge in an appropriate problem space in online learning.