With the development of Internet technology, the online course begins to popularize, online learning is introduced into the education field, breaking the traditional teaching model has become a prevalent learning method. In the process of online learning, students produce a variety of mood related to learning, these academic sentiments will affect the cognitive process of learners in online learning. Most of the study on online learning environment is mainly concentrated in research from a technical perspective. On the basis of the former research, this study further explores the effects of academic sentiment on college students’ online learning on learning effects. This study learned in detailed understanding of college students’ academic sentiment in online learning, comprehensively analyzing the impact of college students’ academic sentiment on learning effects in the process of online learning, providing guidance and suggestions for further effective online live learning, exploring students’ academic emotions Effective teaching strategy.
2. Literature review
2. Online learning
Online learning utilizes existing systems, or independently building learning platform , can be expanded in accordance with the online platform Related learning methods meet the form of learning goals. Learn online to make full use of network-provided learning environments  to achieve non-facial learning. Some researchers are based on live platforms and social networks in the teaching mode, explore new learning forms in online learning. Chen Ming was elected to prove to use mobile phone for live teaching to improve students’ understanding (4), and its core is an interactive learning framework. Studies have found that online broadcast teaching, the student class behavior is overall performance , but the initiative of learning.
2.2. Academic Emotions
Pekrun defined under this concept of academic emotions is “Students in learning or teaching situation , all kinds of academic emotional experience” . He believes that students have the highest frequency of nine academic sentiments in the academic emotional types of students in the process of teaching or study activities, they are happy, hoped, relaxed, bored, proud, disappointed, anxious, ashamed, Anger, etc. Pekrun uses two dimensions, the degree (high, low) and pleasure (active, negative), dividing academic sentiments into four different types , are active and high awakening: there is a happiness, hope, proud three factorActively low awakening emotions: only relaxation of a factor; negative high awakening: three factors, anger, anxiety, guilt; negative low awakening emotions: there is helplessness and bored two factors. Scholar Ji Chang Hong and others have a definition of academic emotions is the attitude experience of students, learning methods used, and learning results, etc., accompanying students throughout the learning process . Scholars explain more clearly explain the connotation of academic emotions, and thinking that academic emotions refer to the teaching or learning process , experienced all kinds of emotional feelings related to students, including happiness, bored, disappointment, anxiety , Anger, etc.
2.3. Learning effect
If the goal of teaching is to promote students, the inspection of this goal is the student’s learning effect. The learning effect refers to the change in knowledge, skills, emotional attitudes, or values. Changes in knowledge, skills, emotional attitudes or values. The assessment of learning effects can be based on the high and low score, and the skills are mainly providing learner operation training.
3.1. Research object
256 students from several universities in Inner Mongolia are the research object, and they will be randomly assigned to eight experiments. The group, which is a positive and low awakening emotion induced by the learning content, and the positive and low awakening group induced by the learning content, the negative and low wake-up group induced by the learning content, is induced by the learning environment. Actively high-awake emotional group, the active low awakening mood group induced by the learning environment, and the negative and high awakening emotional group induced by the learning environment, and the negative and low wake-up emotional group induced by the environment.
3.2. Experimental Design
The use of 2 × 4 factors is designed and designed, and the variable is online learning middle school emotional source (learning content, learning environment) and academic emotional type (active high) Woke up, active low wake up, negatively high awakening, negative low wake-up), due to variables as learning effects (re-examined).
3.3. Experimental materials
Experimental materials include: previous knowledge test questions, emotional assessment tables, start mood materials, and recognize testing.
The previous knowledge test questionnaire consists of three questions. Mainly to verify the learner’s previous knowledgeThe front test portion is a paper answer.
Emotional Implications: Select 9 emotional adjectives according to the type of academic emotion (active high awakening: happiness, hope, pride; active low wake up: relax; negative and high awakening: anger, anxiety , Guilty; negative and low awakening: tired, helpless) As subjective report content, assessment level 9, 1 means that this emotion is very strong, 9 means that this emotion is very strong.
Starting emotional materials: By developing an emotional status of academic emotional status by interviewing college students, the learning content of online learning, the degree of learning content, the difficult degree of learning content, the teacher’s case analysis, etc. Academic emotions caused by learning environments, such as online learning platform operability, rationality, and teacher-student interaction participation, to prepare eight different sources in the four types of academic emotions, and to induce college students’ academic emotions.
Recognize the test: The online learning effect is measured by studying the test, and then recognizes the material. These include filling questions and choices, calculating scores in accordance with the correct rate.
3.4. Experimental process
Before the experiment, the participant introduced the experimental processes and precautions used in this experiment. Before the experiment, the learner completed the previous knowledge test questionnaire according to their true conditions. First, fill in the emotional assessment meter of each participating experiment. Next, enter the emotional induction phase, the learner will receive different academic emotions in line, induce different academic sentiment, and then fill in the test. After the academic sentiment, the learner entered the learning stage, and the learning phase played a five-minute astronomical knowledge teaching video, and the students can adjust the learning progress in the learning process. After the end of the online learning, enter the learning effect test phase, and students will complete the test online.
4. Research results
The average and standards of learning effects in different school emotions and academic emotional sources in online learning
ANOVA analysis of 2 × 4 multi-variables for data using SPSS22.0. Self-variables are academic emotional types (learning content, learning environment), academic emotional sources (active high awakening, active low wake up, negative and high awakening, negative and low wake-up), due to variables as learning effects.
The results show that in the online learning effect of college students, the main effect of academic emotional sources is not significant, f (1, 248) = 2.25, p> 0.05. The main effect of academic emotional types is significant, F (3, 248) = 11.00, P
0.05. That is, the academic emotional source and academic emotional types will have an impact on online learning effects. When academic emotions come from teaching content, active high-awaiting levels and active low wake-up levels are not significant, and the active low wake-up level learning is better than that of the minimum low wake-up level. The learning effect of the active high-awake level is better than the minimum and low wake-up, the negative and highly awakening level is better. When academic mood comes from learning content, the active high-awake level is significantly higher than the negative and low wake-up level. At the positive and low wake-up level, the re-admitment of academic emotions from learning content is significantly higher than that of the teaching environment. See Fig. 1 .
. The INFLUENCE OF Academic Emotion Sources and Academic Emotion Types on Learning Effects
< 0.05，学业情绪来源和学业情绪类型的交互作用显著，F(3, 248) = 2.86，p < 0.05。对学业情绪类型和学业情绪来源的交互作用，进行简单效应检验发现：不同来源的学业情绪在不同学业情绪类型水平上差异显著，F(3, 248) = 6.25，p < 0.05。积极低唤醒水平学业情绪来源水平上差异显著，F(1, 248) = 8.09，p Figure 1 . Academic emotional source and academicEffects of emotional types on learning effect
Different school emotions will have different effects on learning effects. Different school emotional sources will have different effects on learning effects. Under the level of positive and low wake-up, academic emotions are more helpful to learn. Learning effects under a positive and highly wake-up level is better than online learning effects under the level of dense low.
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