Research On Online Learning Effect Of College Students With Different Metacognition Levels Under Cognitive Flexibility Design

Cultivating students' advanced knowledge learning ability in online education is of great significance to the demand of high-quality talents in the information age.Previous studies have confirmed the effective role of the Cognitive Flexibility Theory in stimulating the generative development of advanced knowledge in online learning environment.However,most of the researches on the Cognitive Flexibility Theory in online learning focused on theoretical exploration and application,but not the learners.From the perspective of Cognitive Flexibility Theory,this study carried out a quasi-experimental research on college students with different metacognitive levels in the ill-structured domain.In this study,96 college students with low,medium and high metacognitive levels were taken as subjects based on a course of Teaching Technology and Media,and the effects of cognitive flexibility design on the academic performance,cognitive load and mind wandering were evaluated among the learners.Besides,the lag sequence analysis was used to analyze the recorded data of the learning process of all the students to explore the differences of different metacognition level on online learning behavior of college students and interpret the relationship among metacognition level,learning behavior and academic achievement.The results indicated that the design of cognitive flexibility in online learning had a positive impact on the academic performance of learners with low metacognitive level,but had no significant impact on cognitive load and mind wanderingo of learners with different metacognitive levels.And there were significant differences in the number of online learning behaviors of learners with different metacognitive levels under cognitive flexibility design.As for learning behavior patterns,the low metacognitive level group was more focused on acquiring knowledge,and was used to browsing irrelevant information before discussing and communicating with other learners.The middle metacognitive level group was more focused on the review of knowledge,and depended more on the Internet to solve problems.And the high metacognitive level group paid more attention to learning planningr higher activity in the process of the workshop and actively helping other learners solve problems.Moreover,metacognition level,learning behavior and academic performance were significantly correlated.Moreover,metacognition score had a significant negative predictive effect on total transfer performance;In the aspect of learning behavior.the times of marking key points had a significant negative predictive effect on the total retention performance,and the times of answering discussion topics had a significant positive predictive effect on the total transfer performance.From the research results,the following conclusions can be drawn.(1)Among college students,cognitive flexibility design can promote the online learning effect to some extent.and college students with high metacognitive level might not get better learning results while low metacognitive level had obvious advantages,better academic performance,moderate cognitive load and less mind wandering in the online learning environment.(2)College students with different metacognitive levels showed different online learning behavior patterns.(3)Under cognitive flexibility design,metacognitive level and online learning behavior could significantly predict academic achievement.The conclusion enriched the application of Cognitive Flexibility Theory in online learning environment,and provided a certain reference for educational practitioners to carry out learning activities to cultivate advanced knowledge and skills for different types of learners.