Teaching Interactive Network Learning Self-efficacy Research Perspective Of College Students

The current education advocates that its process should focus on people, play the main role of the students in the learning process, and tech the students learn how to learn. In the era of knowledge economy, students’learning approach has been significantly changed from passively accepting the knowledge instilled by teachers, to the way that all study independently by themselves under the guidance of the teachers, and take the initiative to acquire knowledge. All these are in order to make a more meaningful and a deeper encoding process of knowledge. The building of the network courses in major colleges and universities have brought new opportunities for independent learning. However, changes of the learning environment have also brought new changes in learning method. In face of the new learning environment, if the college students’confidence of their own knowledge and abilities needed in completing the network learning task independently are still the same as what they always are? In the independent learning process, if they could maintain the learning motivation, be confident in overcoming a variety of network learning difficulties, and insist on completing network learning? Whether they can control and adjust the status of their own leaning in the process of learning the network courses or not? Therefore, having sufficient knowledge and skills does not mean that learners will be able to successfully complete the network learning. The process of the network independent learning is bound to be affected by the external network learning environment and the multiple internal psychological factors of the learners. The appearing problems have great impact on the learning outcomes of the online courses, and they are related to if the students’network learning will be successful. The theory of the students’network learning self-efficacy is to explore all these issues.As a key factors of the network learners’individual motive system, the network learning self-efficacy affects the thoughts, feelings and behavioral tendencies of the learners in their independent network learning process either directly or through interaction with other psychological factors. Then, it ultimately affects the effect of their network independent learning. In the light of the applied research of self-efficacy in the traditional learning process, learners’direct experience, vicarious experience verbal persuasion and emotional experience in the learning process will affect their learning self-efficacy. However, to research the learners’network learning self-efficacy in the network environment, we can from which angle of the view or by which way in order to make it easier to study and can be analyzed in-depth? Which factors in the network environment may affect the college students’network self-efficacy? In numerous network of environmental factors, the influence of which is more important? Firstly, the thesis summarizes and analyzes the current research status of the domestic and overseas scholars about the network learning self-efficacy by literature survey method and content analysis method. Then, the thesis is put in forth.Secondly, according to the theory of the learning self-efficacy in the network environment and the network learning process, it analyzes the constitute factors and their relationship of the network learning self-efficacy in the view of teaching interaction. Then, it initially constructs the theory model of the structure of the network learning self-efficacy. Based on the theory model, it formats a questionnaire preparing for surveying the university students’network learning self-efficacy by referring to and analyzing the internal existing scale of the network learning self-efficacy and combining with the investigation results of the interview and investigation the basic situation of the network learning of the college students who are learning the network courses.Thirdly, the thesis makes a statistical analysis on the data from the survey by using SPSS (Statistical Package for the Social Science), a special statistics tool, and Amos (Analysis of Moment Structures), a tool to analyze the structural equation model. With the data has been collected, it respectively tests the reliability, the content validity and the construct validity of the questionnaire, and makes factor analysis and structural equation model testing. All these are in order to verify the rationality of the theoretical model set up before. Combining with the practical data, it corrects the theoretical model and the questionnaire on trial. Then the formal questionnaire of the college students’ network learning self-efficacy is formed.Fourthly, using the revised questionnaire, it surveys the status of the students’ network self-efficacy and the extent of the effects from every component of the model. According to the survey, it analyzes the level of the current college students’network learning self-efficacy and the key factors in the network environment that influence the network learning self-efficacy. The result shows that the current college students’ network learning self-efficacy is in a medium level. In all components of the model, the students’personalized information interaction in the network learning, the social interaction in the network learning and the sense of controlling their own network learning behavior are in a lower level. Their general network learning self-efficacy is positively correlation with their particular network learning self-efficacy. In the process of their network learning, their personalized information interaction in the network learning and the sense of controlling their own network learning behavior play the most significant role. It also indicates that the college students’network learning self-efficacy have large individual differences. The further analysis reveals the key factors that affect the college students’network learning self-efficacy. The level of the E-learning platform skills, whether there are necessary instructional interaction and teaching guide or not, the difficulty of learning tasks and learning content’applicability are considered as the main factors.Ultimately, according to these main factors in the network learning process, the thesis puts forward some feasible countermeasures in order to enhance the students’network learning self-efficacy. The study is in the hope of doing useful supplement for the theoretical and practical research of the learners’network learning self-efficacy, as well as to improve the college students’network learning self-efficacy in target. Then the correlate research can promote the smooth development of network learning, and further improve the network learning effectively.