Comparison of the Impact of Two Online Learning Promotion Strategies on Group Interaction Activities

This paper uses log data of teaching and learning activities in a web-based learning platform, selects two universities implementing different online learning promotion strategies as the cases, and conducts the group differences analysis based on the hypothesized structural equation modeling (SEM) to analyze group interactive activities in two universities´ online learning environment. The results demonstrate that compared with the university implementing the bottom-up strategy, for the university adopting top-down strategy, instructors´ guidance and assistance activities have much more positive impact on students´ learning reflection activities, and students´ learning reflection activities also influence more on instructor-students interaction activities. For both of the two universities, students´ viewing activities all positively affect students´ learning reflection activities. This study also recommends that the university which adopts the bottom-up strategy should further improve the online teaching methods, use a variety of information tools to promote students´ positive and deep learning.