An Research on Cultivating Method of College Students’ Online Learning Ability

Background: This study investigated the correlation between depression, anxiety, and stress among college students engaged in online learning during the coronavirus disease 2019 (COVID-19) pandemic and self-directed learning (SDL) ability, which could provide a scientific basis for mental health education of the college students.Methods: A cross-sectional study was conducted among 5,558 students from two universities in Anhui province, East China. The Depression, Anxiety, and Stress Scale-21 (DASS-21) and the Self-directed Learning Ability Scale were used to conduct an online questionnaire survey.Results: A total of 35.15, 36.32, and 17.24% of college students reported symptoms of depression, anxiety, and stress, respectively. Males and nonmedical students were at higher risks to suffer from depression, anxiety, and stress. In adjusted model, compared with Q1 of self-management ability, the odds ratio (OR) of the Q2, Q3, and Q4 were as follows: 0.635 (0.531–0.759), 0.504 (0.415–0.611), and 0.312 (0.248–0.392) for depression; 0.639 (0.535–0.764), 0.653 (0.540–0.789), and 0.421 (0.338–0.525) for anxiety; and 0.649 (0.523–0.805), 0.579 (0.457–0.733), and 0.482 (0.364–0.637) for stress. For information capability, decrease in risk was even more pronounced: Q2 (0.654, 0.540–0.794), Q3 (0.560, 0.454–0.690), and Q4 (0.233, 0.181–0.301) for depression; Q2 (0.781, 0.646–0.945), Q3 (0.616, 0.501–0.757), and Q4 (0.276, 0.216–0.353) for anxiety; and Q2 (0.444, 0.357–0.553), Q3 (0.454, 0.357–0.578), and Q4 (0.272, 0.202–0.368) for stress. Compared with the Q2 group of cooperation learning ability, cooperation learning ability quartiles were positively associated with depression (Q1: 1.382, 95% CI: 1.138–1.678), anxiety (Q4: 1.260, 95% CI: 1.008–1.576), and stress (Q1: 2.002, 95% CI: 1.583–2.532; Q3: 1.600, 95% CI: 1.252–2.044; Q4: 1.674, 95% CI: 1.243–2.255).Conclusion: The prevalence of depression, anxiety, and stress among college students was high for those studying online at home during the COVID-19 pandemic, especially among nonmedical students and males. SDL ability was negatively associated with negative emotions of the college students during this period of online learning.

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A Teaching Model for College Learners of Japanese Based on Online Learning

International Journal of Emerging Technologies in Learning (iJET) ◽

10.3991/ijet.v15i15.15929 ◽

2020 ◽

Vol 15 (15) ◽

pp. 162

Author(s):

Dongmei Jin ◽

Yiping Li

Keyword(s):

College Students ◽

Online Learning ◽

Index System ◽

Learning Ability ◽

Teaching Model ◽

Analytic Hierarchy ◽

The Status ◽

Intelligent Technology ◽

Set Up ◽

Japanese Learners

Online learning has not been fully implemented by college Japanese teach-ers, due to the lack of supports from intelligent technology and the poor de-cision-making of college management. This paper attempts to develop a teaching model that effectively integrates online learning to enhance the learning ability of Japanese among college students. To begin with, the au-thors summarized the status quo, impacts, and problems of online learning among Japanese learners in colleges. Through expert survey and literature review, an index system was established to measure the online learning abil-ity of Japanese among college students. The weight of each index was de-termined by analytic hierarchy process (AHP). Based on index system, a grey relational analysis (GRA) model was set up to evaluate the online learn-ing ability of Japanese among college students. The research results provide a good reference for the online learning of other language majors.

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