Research On The Relationship Between Instructional Interactions And Learning Results

With the popularization of information technology in the field of education,online education develops rapidly.At present,the research on online education mainly focuses on the platform development,including the construction of educational resources,the discussion of teaching mode,and the certification of learning results.Few researchers pay attention to the occurrence of students' learning from the perspective of psychology.The occurrence of learning is the result of the interaction between the individual's cognition,behavior and environment.Interactivity,autonomy and motivational beliefs are important factors affecting online education.Instructional interactions refer to the interaction between students and the learning environment(peers,teachers,learning content)for the purpose of learning in the online learning process.According to Moore's instructional interactions theory and Bandura's social learning theory,different types of instructional interactions can significantly predict learning results in a positive way.However,different researchers have reached different conclusions,and few researchers have explained this phenomenon.To some extent,Anderson's interactive equivalence theory can explain the research phenomenon that the importance of the same kind of instructional interaction to learning results is not consistent in different studies.However,few researchers pay attention to this theory,and there are even few relevant researches in China.In addition,most of the current research focuses on the direct relationship between instructional interactions and learning results,and few researchers have explored the internal mechanism of instructional interactions influencing learning results.Based on Moore's interaction model,this study developed a localized measurement tool,analyzed the relationship between instructional interactions and teaching results through quasi-experimental design,verified the Interactive Equivalence Theory,and tested the practicability of the theory in instructional interactions design.In addition,based on the Expectation-value Theory and Social Learning Theory,the mediating effects of task value and self-regulated learning on the relationship between instructional interactions and learning outcome are further discussed.Research 1 aims to revise the localized online education instructional interactions questionnaire according to Moore's Interaction Model,and measure the level of student-student(SS)interaction,student-teacher(ST)stinteraction and student-content(SC)interaction in the student-centered teaching environment.Through forecasting test and formal test item analysis,exploratory and confirmatory factor analysis finally got good reliability and validity of the localization of the Instructional Interactions Questionnaire,the questionnaire contains 14 problems,three dimensions,respectively is the student-the student interaction(6 problems),the student-teacher interaction(4 problems),students-interaction(4 problems).Research 2 aims to investigate the differences of students' learning results under different instructional interactions designs and the relationship between instructional interactions and learning results.Quasi Experimental Design was adopted to conduct teaching research in two classes,and 384 valid data of subjects were obtained(192 in class 1 and 195 in class 2)through Instructional Interactions Questionnaire,Learning Satisfaction Questionnaire and Learning Record Form.The results show that(1)when the total amount of instructional interactions are constant,the three types of instructional interactions configurations can be adjusted according to the needs,which can effectively improve the learning results to a certain extent and verify the interactive equivalence theory.(2)not all the three types of instructional interactions can significantly positively predict learning satisfaction:student-teacher interactions cannot significantly predict learning satisfaction;Student-student interaction and student-content interaction can significantly positively predict learning satisfaction.Student-content interaction is the strongest predictor of learning satisfaction.Research 3 aims to explore the internal mechanism of instructional interactions affecting learning satisfaction.By means of questionnaire,374 valid data were collected through instructional interactions questionnaire,learning satisfaction questionnaire,task value questionnaire and self-regulated learning questionnaire.The results show that:(1)student-student interaction affects learning satisfaction through task value;(2)student-content interaction can not only directly affect learning satisfaction,but also affect learning satisfaction through the mediations of task value,self-regulated learning and "task value ? self-regulated learning".To some extent,the overall results of this study can supplement the previous instructional interactions research and provide reference for online education curriculum design.In addition,there are still areas to be improved in this study.In the next step,variables such as curriculum/subject category and student demand should be considered to discuss instructional interactions design more specifically.Laboratory experiments may also be tried to determine the causal relationship between instructional interactions and learning outcomes.