Online Learning Cognitive Input: A Study of Internal and External Factors

Compared to behavioral inputs, cognitive inputs had a lower mean (M=3.019) and the lowest standard deviation (0.784), indicating more concentrated data. Interviews revealed that cognitive input was divided into external and internal factors. Respondents mentioned taking good notes and utilizing the ability to take screenshots as advantages of online classes. However, they also mentioned difficulties in implementing their study plans due to homework, uploading pictures, and sharing household responsibilities.

The internal factors identified from the six interviewees included consistent self-motivation and note-taking habits. Students who lacked teacher supervision tended to take fewer notes and plan their behavior less. Some students also preferred to master knowledge in the classroom rather than focusing on note-taking.

External factors identified included teacher check-ins, learning method adjustments due to the change in the learning environment, and the availability of course playback. Students were more lax in planning and note-taking, relying on reviewing after class for knowledge they did not understand.

In summary, cognitive input in online classes is influenced by both internal and external factors. While students may face challenges in implementing their study plans, adjusting their learning methods and taking advantage of available resources can help improve their cognitive input.