<abstract xmlns="http://www.w3.org/1999/xhtml">

<p>This paper establishes an English off-site collaborative learning system based on B/S architecture so that English learning is no longer restricted by time and space. This study investigates the influencing factors of network effects by introducing continuous learning behaviors in an online English off-site collaborative learning platform, and explores how course network size, course network diversity, and course strong linkage factors affect network effects. Two language classes in the College of Foreign Languages of a university were selected as research subjects to conduct an empirical study to test the effectiveness of the off-site collaborative learning teaching model. The results showed that the correlation coefficients of course network size, course network diversity, and course strong ties in the learning process were 0.341, 0.394, and 0.263, respectively, all of which were positively related to persistent behavior. In further testing the hypotheses, the main effects of course network size, course network diversity, and course strong ties were all significant (p&lt;0.001). English off-site collaborative learning can improve students’ English performance and interest, which can develop their learning habits in the direction of making.</p>
</abstract>

This paper establishes an English off-site collaborative learning system based on B/S architecture so that English learning is no longer restricted by time and space. This study investigates the influencing factors of network effects by introducing continuous learning behaviors in an online English off-site collaborative learning platform, and explores how course network size, course network diversity, and course strong linkage factors affect network effects. Two language classes in the College of Foreign Languages of a university were selected as research subjects to conduct an empirical study to test the effectiveness of the off-site collaborative learning teaching model. The results showed that the correlation coefficients of course network size, course network diversity, and course strong ties in the learning process were 0.341, 0.394, and 0.263, respectively, all of which were positively related to persistent behavior. In further testing the hypotheses, the main effects of course network size, course network diversity, and course strong ties were all significant (p<0.001). English off-site collaborative learning can improve students’ English performance and interest, which can develop their learning habits in the direction of making.

The Network Effect of Internet+Education Models in English Collaborative Learning Across Locations

Applied Mathematics and Nonlinear Sciences

This work is licensed under the Creative Commons Attribution 4.0 International License.

This paper establishes an English off-site collaborative learning system based on B/S architecture so that English learning is no longer restricted by time and...

The Network Effect of Internet+Education Models in English Collaborative Learning Across Locations

Published Online: Aug 05, 2024

Page range: -

Received: Apr 10, 2024

Accepted: Jul 03, 2024

DOI: https://doi.org/10.2478/amns-2024-2177

Keywords
Network effect, Regression model, B/S architecture, English off-site collaborative learning

© 2024 Cong Geng, published by Sciendo

This work is licensed under the Creative Commons Attribution 4.0 International License.

The Network Effect of Internet+Education Models in English Collaborative Learning Across Locations

Published Online: Aug 05, 2024

Page range: -

Received: Apr 10, 2024

Accepted: Jul 03, 2024

DOI: https://doi.org/10.2478/amns-2024-2177

KeywordsNetwork effect, Regression model, B/S architecture, English off-site collaborative learning

© 2024 Cong Geng, published by Sciendo

This work is licensed under the Creative Commons Attribution 4.0 International License.

Keywords
Network effect, Regression model, B/S architecture, English off-site collaborative learning