Research On The Autonomy Of Online Classroom Learning For College Students Based On The Perspective Of Learners

Globally,online teaching has become an important development direction of higher education,and online classrooms benefit from China’s long-term informatization construction and are widely used in various colleges and universities.Without the physical help of the traditional classroom,the autonomy of students’ online classroom learning is particularly important,but in reality,the performance of students’ online classroom learning autonomy is not satisfactory.According to the report on online teaching released by the National Alliance of Quality Assurance Institutions for Colleges and Universities,teachers and students in colleges and universities believe that learning autonomy plays an important role in online teaching,and teachers believe that student learning autonomy is one of the main problems in online learning,while students as the main body of online learning activities have obvious differences in perception with teachers as teaching evaluators.Based on this,this paper takes the autonomy of college students learning in online classrooms as the research object.By combing through the relevant research results at home and abroad,the theoretical analysis of the autonomy of online classroom learning of college students is carried out,and on this basis,a questionnaire is compiled to understand the actual situation of the autonomy of online classroom learning of college students.Through the pre-test investigation and test modification,the learning autonomy of college students in the online classroom is divided into three dimensions: psychological autonomy characteristics,learning autonomous behavior,and environmental autonomy adaptation,as well as five influencing factors: group online environment,teacher teaching,daily learning habits,learning regulation,and learning motivation.Finally,an empirical survey was conducted to analyze the reality of college students’ autonomy in online classroom learning.The survey found that the self-test results of the self-test of the autonomy of college students’ online classroom learning were good,and there were differences between different evaluation subjects.Students with different individual characteristics have different perceptions of autonomy in learning in the online classroom.There are three dimensions of self-reflection of learning autonomy in online classrooms,and there are differences in performance between dimensions.Online classroom learning autonomy is influenced by five factors,and there is a correlation between each factor.Intrinsic influencing factors are significantly stronger than external ones,and learning motivation is the first element.Based on this,in order to enhance the learning autonomy of students in online classrooms,teachers and students should correctly cultivate online classroom learning cognition and teaching concepts,and correct deviations in a timely manner.In the process of online teaching,the roles of teachers and students in online classrooms should be repositioned to stimulate students’ sense of self-efficacy.Participants in teaching activities should continuously improve the resources of the online classroom teaching platform to ensure diversified service support.Schools should gradually establish an online teaching evaluation guarantee mechanism to strengthen classroom organization and management.Online classroom teaching should always focus on the effectiveness of online classroom teaching and solve learning and emotional communication barriers.