A Study On The Relationship Between Teacher-student Interaction And Self-regulated Learning In Online Learning

With the application of Internet technology in the field of higher education,online learning has developed rapidly due to its advantage of breaking the time and space limit.At the same time,the diversification of online learning resources and the weakening of teacher monitoring are extremely challenging the ability of online learners to self-regulate learning.Online learners with high self-regulating learning ability can actively lead their own learning and carry out the active construction process of self-planning,self-management,self-evaluation and self-transformation in the learning process,so that learning can be transformed from passive absorption to active pursuit.Therefore,how to improve students’ self-regulating learning ability in the process of online learning has become an important issue that cannot be avoided in reality.Based on the theory of independent and autonomous learning and the theory of interaction,this study takes the undergraduates of Shantou University as the research object and studies the relationship between teacher-student interaction and self-regulated learning from the perspective of teacher-student interaction by questionnaire survey and interview.Specifically,this study takes teacher-student interaction as the independent variable,and students’ self-regulated learning as the dependent variable.Using mathematical statistics,it focuses on analyzing the influence of the level,form,content,time,intensity and distance of online teacher-student interaction on students’ self-regulated learning.In order to ensure the scientific nature of data acquisition,a number of students who participated in the questionnaire were interviewed to verify and supplement the results of the questionnaire survey.Based on the results of questionnaire survey and interview,the following research conclusions are drawn.1.College students’ online self-regulation learning ability is average,and there is room for improvement.From each dimension of online regulated learning,the mean score of each dimension is similar to the total mean score of self-regulated learning,only slightly higher than the median score.The mean scores of each dimension from high to low were: academic help,self-motivation,self-monitoring,evaluation and reflection,task strategy,and goal planning.2.There is no group difference in college students’ online self-regulated learning ability,but this conclusion remains to be further discussed.According to the existing relevant studies,there is no consensus on whether there is a significant difference in the mean value of online self-regulated learning among students of different genders,grades and colleges.3.Both the whole of online teacher-student interaction and its various dimensions are significantly related to college students’ self-regulated learning.From the perspective of correlation coefficient,the correlation level between teacher-student interaction and its dimensions and self-regulated learning of college students is at the level of moderate correlation and significant correlation.4.Online teacher-student interaction as a whole and its various dimensions can predict college students’ self-regulated learning to some extent.In particular,the interaction between teachers and students online overall influence on college students’ self-regulation of learning effect value of 0.772,and the interaction between teachers and students all dimensions on college students’ self-regulation of learning predictive power order from large to small is: distance interaction between teachers and students,teachers and students interaction level,interaction between teachers and students form interactive content,the strength of interaction between teachers and students,teachers and students,teachers and students interaction time.Based on the above research conclusions,this paper,from the perspective of online teacher-student interaction,puts forward some suggestions to improve students’ online self-regulating learning ability from the three levels of teachers,students and schools,hoping to supplement the existing relevant studies and provide targeted help to improve students’ self-regulating learning ability.