QQ-based After-class E-tutoring Influence On Learning Interest Of College Students

As an extension and supplement of classroom teaching, after-class e-tutoring is an important part to help students solve problems during teaching, which can help students build confidence, cultivate their diligent in thinking and courage to explore further, and improve their ability of learning. Considering the actual situation of college teaching, it’s very difficult to get teachers and students together after class. So, e-tutoring seems to be the most appropriate way to tutor. The students in Jiangxi University of Finance and Economics and other colleges and universities participated in the study, all in the same QQ group, to explore an appropriate method for Android e-tutoring. It can improve Android teaching, guide students to study more efficiently and get better scores. The model can be extended to other courses, and it’s also a good example for distance-teaching organizations, universities and researchers to foster more talents in Android and other fields.At first, by literature searching, this study summarizes the development and current situation of e-tutoring and the related theory of distance teaching, such as informal learning, distance learning group, transactional distance and continuity of care. On this condition, by analyzing the characteristics of the QQ group interaction and online learning community, combined with the design of online counseling activities, a QQ group containing abundant resources was built to conduct e-tutoring experiment. Then the literature research of learning interest paves the way for understanding the definition of interest and analyzing the factors affecting the learning interest, which provide a reference for the design of the questionnaire.There were two experiments, the formal teaching class students after-school e-tutoring experiment and the informal teaching class students e-tutoring experiment. In the formal teaching class students after-school e-tutoring experiment, students from two Android classes in Jiangxi University of Finance and Economics were observed. Their scores in the Java and Android were compared and so were their interests in Android programming before and after the course. Then the question if e-tutoring make students produce psychological dependence was analyzed. The differences of the ten survey indicators based on the analysis model between the two classes were also analyzed. At last, chi-square tests and multiple linear regression analysis were used to analyze the relationship between the four factors and learning interest. In the informal teaching class students e-tutoring experiment, the students in the QQ group in other colleges and universities were investigated by questionnaire. They were divided into groups according to the length of time they spent on learning and they ask for help to analyze the influence of e-tutoring on learning interest and achievement.The statistics show that e-tutoring has a positive effect on increasing student interest and the longer, the better. It’s also linked to higher scores and academic achievement. The other conclusions of the formal teaching class students after-school e-tutoring experiment are as follows. Firstly, after-class e-tutoring has a positive effect on improving the student’s confidence, reducing fear, becoming more willing to learn and do exercise, and increasing after-class learning time. But it’s meaningless to change one’s attitude towards previewing, reviewing, and homework, which mainly depends on his/her own study habits. It confirms that informal learning is self initiated, self controlled and self responsible, which shows strong independence. Secondly, e-tutoring won’t make students produce psychological dependence. The studious students would still try to solve the problems by themselves. Only after several failures would they ask for help. Thirdly, the four factors, mastery of knowledge, attention, pleasure and intention to explore, are all related to student interest, and the effect of attention and intention to explore are more significant than the other two. Maybe it’s because of the design of the experiment, which need to be improved. The other conclusions of the informal teaching class students e-tutoring experiment are as follows. Firstly, since after-class learning is informal learning, students need to more active. The students who study longer will encounter more problems and ask for more e-tutoring. So they will undergo more e-tutoring, increase more interest and then get better learning effect. Secondly, most students think that they need a professional e-tutor to guide them and help them solving problems, but the influence is not significant as expected because of transactional distance, which also shows that the continuity of care is not enough. Thirdly, the more active the student is, the more likely he would participate in discussions and help others.