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<p>Numerous research found independent and interactive online learning strategies to be essential to learning outcomes. However, existing studies did not reveal the differences between the impacts of the two strategies under a systematical analysis framework, lacking the mechanism of information and communications technology (ICT), learning strategies, and learning outcomes as well. Based on more than 70,000 sampled students from the “China College Student Survey” (2022), using structural equation modeling, the study found: (1) Chinese college students are well-adapted to online learning, and are eager to pragmatism. (2) There is a significant positive correlation between online learning strategies and online learning achievement among Chinese college students. Notably, independent learning strategies have a greater effect on the outcomes, while interactive strategies have a relatively weaker effect. (3) Online learning strategies play a mediating role between ICT competence and online learning achievement. The total effect of learning ICT competence on learning achievement is greater than that of teaching ICT competence. The study carefully explores the mechanism of ICT competence, learning strategies, and learning achievement in the online environment. These findings provide feasible suggestions for improving online education performance.</p>

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Independent or interactive? The impact of online learning strategies on Chinese college students’ learning achievement

  • 期刊论文

  • 发表日期：

    2025年4月21日

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  • Xiting Zhou,
  • Yujia Zhang,
  • Aibo Cheng,
  • Yutong Du

摘要

Numerous research found independent and interactive online learning strategies to be essential to learning outcomes. However, existing studies did not reveal the differences between the impacts of the two strategies under a systematical analysis framework, lacking the mechanism of information and communications technology (ICT), learning strategies, and learning outcomes as well. Based on more than 70,000 sampled students from the “China College Student Survey” (2022), using structural equation modeling, the study found: (1) Chinese college students are well-adapted to online learning, and are eager to pragmatism. (2) There is a significant positive correlation between online learning strategies and online learning achievement among Chinese college students. Notably, independent learning strategies have a greater effect on the outcomes, while interactive strategies have a relatively weaker effect. (3) Online learning strategies play a mediating role between ICT competence and online learning achievement. The total effect of learning ICT competence on learning achievement is greater than that of teaching ICT competence. The study carefully explores the mechanism of ICT competence, learning strategies, and learning achievement in the online environment. These findings provide feasible suggestions for improving online education performance.