The Analysis Of Factors On Adaptability Of E-Learning Based On The Survey Of Middle School Students

In the context of lifelong learning theory and the slogan of " balanced education ",E-learning become effective measures which is benefit to promote " balancededucation ", and became one of the ways of lifelong learning. The research ofmiddle school students E-learning adaptability may be used for improving learningenvironment and improving the academic performance of middle school students andultimately promote the enhancement of overall quality.This study investigated the factors of E-Learning adaptability based on the surveyof Ming Huang Middle School students who has participated the KuangHengE-Learning in Changzhou. on the basis of open questionnaire developed my own MingHuang Middle School E-learning Adaptability Scale which is made by the method ofPrincipal Component Analysis. On the basis of the reliability and validity are qualified,We integrated the results of the scale and the open questionnaire and fixed theE-Learning adaptative factors of middle School students. There are six dimensions and6factors——Allocation of time, extrinsic motivation, classroom effects, learningattitude, physical and psychological adaptation, information literacy. Based on theabove findings, combined with multiple regression analysis and the Independentsamples T-test, We described the relationship between the scale factors. The followingconclusions: the overall level of middle school students’ E-Learning adaptation is lowand there are samll difference among them; Male and science students physical andmental adaptation levels were significantly greater than the girls and liberal artsstudents Male Information Literacy factor score was significantly higher than girlslearning activities-based learners’ score of time allocation and classroom effect factoris higher than the entertainment-based learners. There was no difference factor inaccommodation, and the average daily time spent online. Adaptive component factorsparallel and influence each other.Test of adaptive level above middle school students, e-learning adaptive levels are determined mainly by the personnel,systems,networks,environmental impact.Personnel dimension,including learner characteristics,instructor characteristics,extrinsic motivation;system factors,including the institutions and quality of service,quality of equipment and systems,curriculum quality of the information. According tothe above dimensions,this paper proposed learning adaptive strategies to enhancemiddle school students network. and mainly discuss the following dimensions: Theresponsibility of the school-providing environment of e-learning implementation;Direction of the teachers-succeed the traditional teaching to time and space teaching;Environment design-strategies of Kohler’s’ARCS’ motivation; System-build fourmethods and two forms.Based on the above adaptive survey results, the three proposed improvementstrategies are as followings: There are small differences between each e-learningstudents and the overall adaptivity leveal is low. Measurement of learning adaptabilityis a dynamic and detail process. The adaptive learning system effectivly promotee-learning adaptability;’ARCS’motivation strategies are effective measures ofe-learning environment building; Teachers and schools to shoulder the important taskof middle school students’ e-learning. Middle school students e-learning need to gobeyond the form of remote video teaching. Students’ e-learning adaptation progressneed for multilateral cooperation.