Evaluation of Factors Affecting Student Participation in Peer-Assisted English Learning Based on Online Education Platform

Abstract

Through a questionnaire survey, this study explored the factors affecting student participation in peer-assisted English learning (PAEL) based on online education platforms. Specifically, the authors constructed the system of PAEL contents, analyzed the online PAEL behaviors of students, and evaluated the student participation in online PAEL from both surface participation and deep participation. On this basis, the influencing factors of student participation in online PAEL were evaluated thoroughly. In the end, several countermeasures were presented to solve the problems with student participation in online PAEL. The results show that: the online PAEL face such problems like low-level knowledge structure and poor interaction quality, weak intensity of interaction, and inactive atmosphere of collaboration; In general, the students are not actively participating in online PAEL; the student participation in online PAEL is greatly affected by teachers, students, teaching contents, and online education platforms; the low participation in online PAEL mainly arises from the weak motives of students for online PAEL, the inadequate teaching design and supervision of teachers, and the imperfect functions of online education platform. The research enriches the theoretical and practical results on the factors affecting student participation in online PAEL.

Optimizing Participation with Helpers to Enhance Interaction in a Blended Learning Environment

“…Furthermore, the concept has shown its potential to be adopted into our existing educational learning structures. Recent studies on participation in classroom settings (see [24], [47]- [49]) found that participation through helping empowers learners to perform individual and group tasks, and that low motivation to participate affect learners' behavior.…”

“…Hammond [21] found 'communicative learners' within early online forums, people who showed greater involvement and took on the role of supporting a group. Various researchers (see [22]- [24]) explored various motivations to participate online. They concluded that the reason to help emerges from a general satisfaction in sharing experiences/ knowledge with others and a belief that one can learn by explaining even if the explanations concern the problems of beginners.…”

Analysis of Mobile Learning Model and Design of Mobile English Platform Based on Service-Oriented Architecture

“…e rapid development of the new generation of information technology and its universal application in colleges and universities have promoted the profound changes of campus informatization [1]. At the same time, with the popularization of intelligent mobile terminals and the development of high-speed communication networks, mobile learning will become the main trend of learners' learning style in the future.…”

“…On the other hand, the traditional teaching platform is basically oriented to the learning mode of fixed places, lacking the services and functions oriented to mobile learning, which has certain defects. For example: (1) the degree of teaching resources is limited, and there is a lack of resource sharing mechanism for coconstruction and sharing. Most resources can only be opened to authorized users.…”

Design and Application of English Online Learning Platform

“…In terms of non-academic support, foreign online learning platforms mainly provide learning consulting services, personalized daily management, online learning process monitoring services, technical failure services, emotional care services, etc. These services are very mature in foreign countries and have been recognized by many online learners [3].…”