The Evaluation And Research Of College Students’ Fragmented Learning

With the advent of the mobile Internet era, our learning environment and learning style have been greatly changed. Vast information resources and a variety of new media let college students use fragmentary time to obtain their required fragment information from the large amount of information bit by bit by mobile phones, tablets and other portable devices in learning and life. This kind of learning style is fragmented learning, and it gradually becomes one of ways for college students to acquire knowledge.The dissertation defined the concept and features of fragmented learning based on the analysis of related literature at home and abroad. And under the guidance of constructivism theory, humanism theory and informal learning theory, this dissertation discussed and analyzed in depth, then defined the basic structure of fragmented learning evaluation index into four dimensions, namely, learning attitude, learning resources, learning interaction and learning management. And explained and analyzed constituent elements of each dimension in detail. Specifically, learning attitude dimension includes recognition, acceptance and learning ethics; learning resources dimension includes the selective ability of the resource types, the acceptance ability of resource contents and the obtaining ability of resources; learning interaction dimension includes learner-interface interaction, learner-content interaction, learner-teacher interaction and learner-learner interaction; learning management dimension includes learning time, goal planning, learning reflection and management resources.On the basis of analyzing the structure and components of fragmented learning evaluation index, and combined with college students’ growing environment, their cognitive characteristics, and characteristics of our university environment, the research used the Delphi method ask for experts’ opinions and suggestions to construct fragmented learning of college students evaluation index. After that, according to the evaluation index, this research formed the questionnaire of fragmented learning of college students, then investigated different grades and professional categories of college students, finally analyzed the data obtained by questionnaire.The investigation indicates that, College students can better carry out fragmented learning from the whole, and the learning effect is good, but their awareness and recognition of fragmented learning still need to be improved, and they need to strengthen communication with teachers and other learners; then they also strengthen time management, formulation and implementation of plans, learning reflection and management resources. In addition, there are significant positive correlations among learning attitude, learning resources, learning interaction and learning management, and there are also obvious positive correlations between elements in each dimension. Learning resources dimension is remarkable different on gender; and there are visible differences among learning attitude, learning interaction and learning management on grade; learning attitude and learning management show evident differences on professional category.According to the survey, this dissertation puts forward suggestions and strategies to improve college students’fragmented learning from three aspects of schools, teachers and students. From the school, they should further improve fragmented learning environment, improve the usage of teaching and scientific research resources, and guide students to carry out fragmented learning effectively. From the teacher, they should cultivate students’ self-management ability and communication ability. From the college student, they should correct learning attitude and understand fragmented learning. Then they should participate in interaction actively and develop cooperative learning. They should also strengthen self-management and improve learning efficiency. At last they should sort out fragmentation knowledge regularly and accomplish overall cognition.