Synchronize online classes are a new educational method in the network society. Since 2020, due to COVID-19, most schools around the world need to conduct comprehensive online education without adequate preparation, but there is a lack of discussion and research on synchronize online classes in the field of education. Therefore, as an alternative to face-to-face teaching, reasonable design of synchronize online teaching or what kind of teaching strategy to use in synchronize online teaching has become an important topic of synchronize online teaching research. This study empirically verifies the influence of learning type on learning engagement, learning motivation and perceived academic achievement according to learners' cognitive style in synchronize online classes in China universities. In this study, 124 third-year students majoring in computer science in Xingtai University, Hebei Province, China (62 students with field independent cognitive style and 62 students with field dependent cognitive style) were selected to participate in the experiment. The experimental subjects were arranged in four synchronize online learning groups, which were divided into cooperative learning and individual learning according to their cognitive styles. After the synchronize online class, their learning engagement, learning motivation and perceived academic achievement were measured. Finally, the dishonest responses of three subjects were eliminated, and responses of 121 subjects (60 subjects with field independent cognitive style and 61 subjects with field dependent cognitive style) were selected. SPSS 25.0 software was used for data analysis and multivariate analysis of variance was performed.
In order to achieve the purpose of this study, research hypotheses are set up. First, learning type will show significant differences in learning engagement, learning motivation and perceived academic achievement in synchronize online classes of China universities. Secondly, learners' cognitive styles (field independence, field dependence) will show significant differences in learning engagement, learning motivation and perceived academic achievement in synchronize online classes of China universities. Thirdly, learning type will show significant differences in learning engagement, learning motivation and perceived academic achievement according to learners' cognitive style in synchronize online classes of China universities.
According to the research hypothesis, the research results are summarized as follows:
First, in the synchronize online classes in China universities, learning type show statistically significant differences in learning engagement (F=25.668, p〈.001), learning motivation (F=35.947, p〈.001) and perceived academic achievement (F=16.514, p〈.001).
Second, in the synchronize online classes in China universities, according to learners' cognitive style (field independence -field dependence), there have not found statistically significant difference in learning engagement (F=1.327, p〉.05), but in learning motivation (F=14.369, p〈.05) and perceived academic achievement (F=5.015, p〈.05) showed statistically significant difference. The field independent cognitive style group showed higher learning motivation and perceived academic achievement than the field dependent cognitive style group.
Third, in the synchronize online classes in China universities, according to the learners' cognitive style, learning type have not found statistically significant differences in learning engagement (F=1.010, p〉.05), but in learning motivation (F=7.435, p〈.05) and perceived academic achievement (F=8.046, p〈.05) showed statistically significant difference. In terms of learning motivation, the field independent synchronize online cooperative learning group is the highest, while field-dependent synchronize online individual learning group is the lowest. In terms of perceived academic achievement, the field-dependent synchronize online cooperative learning group is the highest, while field-dependent synchronize online individual learning group is the lowest.
Based on the above conclusions, the following enlightenment can be obtained for the course design and teaching strategy development of synchronize online classes in China universities:
First, in synchronize online learning, especially in practical online learning, cooperative learning can stimulate learners' learning motivation more than individual learning, and increase online learning engagement through the interaction between members, thus bringing more superior learning effects. Therefore, in synchronize online classes, teachers should create cooperative learning situations based on the learning content and characteristics of learners to improve the effect of synchronize online learning.
Second, in the synchronize online classes, considering the cognitive style of learners can produce positive effects on the course design and teaching strategies. In addition, understanding learners' cognitive style, preparing different learning materials according to learners' cognitive style and using various teaching strategies will further improve learners' learning engagement, learning motivation and academic achievement.
Third, in synchronize online learning, learning types match learners' cognitive styles, which can achieve better learning results. Therefore, when designing synchronize online classes, teachers should take learning types and learners' cognitive styles as important considerations.