A Study On The Impact Of Teaching Interaction On College Students’ Learning Interest In Online Learning

As an important support for the modernization of education and an important means for the development of educational innovation,online learning has become an important way for learners to engage in learning activities.However,when teachers and students participate in online learning,they face some special situations,such as learning at home and cross-media learning.These factors can reduce effective communication between teachers and students and among students,leading to a loss of interest in online learning and seriously affecting the efficiency and effectiveness of online learning.By reviewing relevant literature,it was found that there is little research on interest in online learning in China,and even less research on the relationship between teaching interaction and interest in online learning.Based on this,combined with the practical background and theoretical support,this paper takes college students as the research object to explore the impact of teaching interaction on learning interest in online learning,with the aim of improving teaching interaction to enhance college students’ interest in online learning.The specific work is as follows:(1)This study uses literature research and interview methods to select college students as the research object for investigation.Based on the existing literature at home and abroad,it is concluded that the factors affecting college students’ learning interest in online learning are teaching interaction and perceived teaching effectiveness.Among them,teaching interaction has four dimensions: teacher-student interaction(teaching interaction and social interaction),student-student interaction(student collaboration and student evaluation),human-computer interaction(teaching platform and teaching content),and interactive environment(geographical environment and social environment).(2)Using questionnaire survey method to determine whether there are differences in online learning interest among college students of different genders,grades,and major categories,and using SPSS26.0 for difference analysis.After testing,there were significant differences in online learning interest among students of different grades and major categories.The online learning interest of senior students was higher than that of other grades;the online learning interest of humanities students was higher than that of social science and science and engineering students,but there was no gender difference in online learning interest.(3)Exploring the mediating role of perceived teaching effectiveness between teaching interaction and learning interest in online learning.In online learning,teaching interaction significantly positively predicts perceived teaching effectiveness and learning interest.Perceived teaching effectiveness significantly positively predicts learning interest.Therefore,perceived teaching effectiveness plays a partial mediating role between overall teaching interaction and learning interest.The direct effect of teaching interaction on learning interest is 64.8%,and the indirect effect of teaching interaction on learning interest through perceived teaching effectiveness is 12.4%.The direct impact of teaching interaction on learning interest is greater than the impact mediated by perceived teaching effectiveness.(4)In order to improve college students’ online learning interest by improving teaching interaction,this paper proposes the following suggestions: enhancing the quality of teacher-student interaction,improving the intimacy between students,improving the design of human-computer interaction,improving the learning interaction environment,and paying attention to perceived teaching effectiveness.