College Students' Network Learning Identity Factor Analysis

With the vigorous development of the network society, online-learning, as a new form of learning, has risen gradually and become the focus of people’s attention. College students, as an important power of Chinese Internet users, have become a remarkable group of online-learning because of outstanding educational backgrounds, open minds to accept new things and strong learning abilities. The relevant departments have also made clear declarations to support the development of online-learning. In stark contrast to all the good news, the dropout rate of Chinese online-education has been on the rise. According to some domestic researches, the dropouts generally consider that they lack online-learning skills and still rely on the face-to-face communications of traditional classes. Thus the dropouts are prone to be lonely and frustrated during online-learning. Some dropouts also admit they lack self-discipline and self-restraint, so they can not adjust learning progress successfully. All these researches show the learners are prone to be suspicious of online-learning and give up because of the lack of cognition, emotion and so on. The nature of this problem is college students’ lack of online-learning identity, which provides the realistic basis and necessity of the research of college students’online-learning identity.Foreign researches on online-learning identity have an early start and enormous achievements according to the study of foreign literature. These researches can be divided into such two parts as learners’ acceptance of computer technology and emotion. However, domestic researches have not started until recent years. After searching some relevant databases, the author finds the number of articles on online-learning is huge while on online-learning identity is small. All these phenomena show the shortage of domestic researches on online-learning.Therefore, this thesis firstly traces the concept of identity on sociological and psychological basis and explains identity from the two perspectives of constructivism and essentialism in the second chapter. And then the author analyzes some models and scales on online-learning after giving the definition and characteristics of identity on the basis of previous studies. In the third chapter the author designs the questionnaire and scale before conducting the pre-test plus formal test. On the basis of the descriptive、reliability and exploratory factor analysis of effective data, the author summarizes the main factors affecting college students’online-learning identity. These three factors consist of cognition, attitude and behavior. Finally some practicable suggestions have been put forward in the forth chapter.