Based on 461 questionnaire survey data from Hunan Province,this article uses regression analysis to study the impact of teacher-student interaction on college students'willingness to actively learn online from both theoretical and empirical perspectives.Research has found that teacher-student interaction can effectively promote the active learning willingness of college students,and liking or praising has a greater promoting effect than point rewards;The promoting effect of teacher-student interaction on college students'willingness to actively learn online is more significant in the sample of lower grade and non-science and engineering majors.Research has shown that teachers must fully recognize the importance of teacher-student interaction in online learning,further enrich and optimize teacher-student interaction methods,and pay attention to differences in students'grades and majors.Only in this way can we fully leverage the promoting effect of teacher-student interaction on college students'willingness to actively learn online,and truly achieve an improvement in the effectiveness of college students'online learning.
teacher-student interactionwillingness to actively learn onlinecollege student
维普
万方数据
