Research On Influencing Factors And Intervention Of College Student’s Learning Engagement In Online Collaborative Learning

At present,online collaborative learning is one of the main forms of learning for university students,and it is also an important way of learning to improve students’ collaboration,critical thinking and problem-solving skills and to meet the needs of talent development in the knowledge economy.With the development of teaching practice,problems such as low group learning engagement and low deep level engagement of online learners have emerged,which is the result of the frequent "free-riding" behaviour of learners in the online collaborative learning environment.Therefore,it is necessary to explore the factors influencing group learning engagement,clarify the logical relationships between the influencing factors,and design intervention strategies based on these factors to further improve the engagement of university students in group learning and thus improve the quality of online collaborative learning.Based on the above background,this study poses three research questions:(1)What is the level of university students’ engagement in online collaborative learning,and what are the factors that influence their engagement in learning?(2)What is the logical relationship between these influencing factors? What is the effect of these factors on engagement in online learning?(3)How can intervention strategies be designed to enhance online learning engagement? What are the effects of the interventions? Based on the above questions,this study chose to use questionnaires,quasi-experimental research,content analysis and social network analysis to conduct the research and came up with the following conclusions.Firstly,a model of the factors influencing online learning input is constructed.Firstly,this section clarifies the components of online learning engagement and influencing factors based on theoretical foundations such as social cognitive theory and group dynamics theory combined with literature related to online learning engagement.Secondly,on this basis,firstly,the critical ratio method and reliability analysis were used to identify the scale items and conduct a formal survey;secondly,the logical relationship between the influencing factors such as learning motivation and online learning engagement was clarified and the total influence effect value was calculated through the structural equation modeling operations such as model fit assessment and research hypothesis testing.Finally,the results show that motivation and learning self-efficacy have a significant positive effect on online learners’ learning engagement;learning support has both a significant positive effect on online learners’ learning engagement and an indirect effect through the mediating factor of motivation;organizational effectiveness and group interaction have both a direct effect on online learners’ learning engagement and an indirect effect through learning self-efficacy;and perceptual technology has an indirect effect on online learners’ learning engagement.Organizational effectiveness and group interaction affect online learners’ learning engagement both directly and indirectly through learning self-efficacy;while perceived technology usefulness only affects online learners’ learning engagement indirectly through the mediators of motivation and learning self-efficacy.Second,an intervention strategy for online learning engagement was designed.Based on social interaction theory and group dynamics theory,this part designed intervention strategies based on the weighting of the effects of six factors such as learning support and group interaction on online learning engagement,and specified intervention experiments for the experimental group subjects involved in online collaborative learning for problem solving from two dimensions: teacher and student.The teacher dimension includes strategies such as group goal planning,teacher expectation transfer,focusing on the topic of discussion,guiding students’ debates,giving positive feedback and reflective guidance,while the student dimension intervenes through strategies such as self-attribution,peer support,peer feedback,task collaboration and reflection on learning.Thirdly,an online learning engagement intervention was carried out to empirically demonstrate and test the intervention’s effectiveness.This part of the intervention experiment was carried out using the quasi-experimental research method based on the Mosoteach platform.The main focus was on the discussion data during the group collaboration process and the collection of questionnaire data before and after the intervention.In the questionnaire data,a longitudinal comparison of the data before and after the intervention between the experimental group and the control group by independent sample t-test revealed that there were significant differences between the experimental group in the behaviour,cognitive and social input dimensions,while the control group only differed in the cognitive input dimension;the cross-sectional comparison revealed that the experimental group had significantly higher behaviour,cognitive and social input than the control group.In the group discussion data,content analysis and social network analysis were used to analyse the learning engagement levels of the experimental group and the control group after the intervention.This suggests that the intervention results based on the scale and group discussion data corroborate each other,and that the intervention strategy designed in this study helps to improve learners’ behaviour,cognitive and social engagement levels in online collaborative learning.In summary,this study explores the theoretical and practical aspects of online collaborative learning and develops research findings related to university students’ engagement in learning.Firstly,at the theoretical level,a model of factors influencing online learning engagement was constructed,the logical relationships between learning motivation and other influencing factors and their effects on online learning engagement were clarified,and online learning engagement intervention strategies were designed,which to a certain extent enriched the theoretical system of online learning engagement and expanded the intervention theories and methods of learning engagement.Secondly,a quasi-experimental study is conducted to verify the effectiveness of the online learning engagement intervention strategy based on the survey data of the participants’ learning engagement levels and the process data of group discussions,which helps teachers to design and implement online collaborative learning activities.