An Empirical Study of the Influence of Online Learning Behaviors on Learning Outcomes in Blended Teaching Mode—Taking College English Listening as an Example
Blended
teaching, which integrates the advantages of online and offline teaching, has become the main
direction of higher education teaching reform. In the era of education big data,
research on the online learners’ behavior based on data mining has attracted
more and more attention from higher education researchers. However, in the
field of foreign language teaching, research on the relationship between online
learning behaviors and learning outcomes in the blended teaching mode is still
at an early stage. Taking the course College
English Listening in Zhejiang Yuexiu University (ZYU) as an example,
this study conducted a comprehensive data analysis of online learning behaviors
of 152 students of ZYU to explore the influence of online learning behaviors on
learning outcomes in the blended teaching mode by utilizing Microsoft
Excel and SPSS.20 statistic software. The result shows that the number of
course login, the quantity and the quality of forum replies, the number of note
submission, the quality of the notes, the average score of vocabulary tests,
the number of the times of taking listening tests and the average score of
listening tests are all significantly and positively correlated with students’
learning outcomes, while the study does not find a correlation between
students’ learning outcomes and the number of the times of taking vocabulary
tests, the total length of online learning and the length of video viewing.
Based on the study results, implications are put forward to give reference for
the teaching design and the management of the foreign language blended courses.
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