Author(s)

Yuting Wang ¹, Lu Zhang ¹, Zhen Wang ¹, Yuanyuan Feng ¹

Affiliation(s)

¹ School of Journalism and Communication, Lanzhou University, Lanzhou, 730000, China

Corresponding Author

Yuting Wang

ABSTRACT

Due to the outbreak of the COVID-19, college students around the world have switched from traditional learning to online learning. What impact has this long-term online learning had on students' learning? This research uses the semi-structured focus interview method to collect data, and uses the grounded theory to analyze the interview materials from college students about online learning. The impact of online learning on college students' cognitive and non-cognitive abilities is mainly concentrated in seven categories: interpersonal communication, learning regulations, learning situation, self-examination learning tools, course form, and teacher status. It directly or indirectly affected college students' learning ability through the environment, relationship, and individual progressive story line. This study found that online learning makes college students' learning scenes and life scenes and entertainment scenes stick together, thus changing the relationship between teachers and students and classmates, making college students more and more tend to self-examine when learning. And because technology filters the real-time non-verbal interaction, and provides a "whether to interact" button for both sides of teaching, it also makes learners only rely on their own feelings and self-examination to evaluate the learning process and test the learning effect, leading to "higher" or "lower" assessment of learning ability.

KEYWORDS

Cognitive ability, non-cognitive ability, grounded theory, self-examination, learning situation

CITE THIS PAPER

Yuting Wang, Lu Zhang, Zhen Wang, Yuanyuan Feng, The Changes of College Students' Abilities of Cognitive and Non-Cognitive in Long "Online Learning". Adult and Higher Education (2023) Vol. 5: 63-74. DOI: http://dx.doi.org/10.23977/aduhe.2023.050710.

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