A Study of Effects of E-Learning Based Exploratory Education on Students’ Self-Efficacy and Interpersonal Relationship

Autori:

Lingke KONG, Zhenlong CHU, You LI

Cod: ISSN: 1583-3410 (print), ISSN: 1584-5397 (electronic)
Dimensiuni: pp. 33-43

How to cite this article:

Kong, L., Chu, Z., & Li, Y. (2021). A Study of Effects of E-Learning Based Exploratory Education on Students’ Self-Efficacy and Interpersonal Relationship. Revista de Cercetare si Interventie Sociala, 72, 33-43, DOI: 10.33788/rcis.72.2

Abstract:

Under constant education reform to cultivate students with transferable skills, it is necessary to effectively release excessive competition for school admission and guide normal teaching and balanced development of five ways of life. By re-positioning book knowledge as footprints commonly accumulated by humans, it might be able to recover current rigid education. Students should not be restrained from formal education, but should positively cultivate learning autonomy aiming at living to successfully seek for goals and ideal. Taking a university in Fujian Province as the empirical object, total 214 students are preceded the 15-week e-learning based exploratory education experiment (3 hours per week for total 45 hours). The research results show that exploratory education would affect self-efficacy, exploratory education would affect interpersonal relationship, and self-efficacy reveals significantly positive effects on interpersonal relationship. According to the results to propose suggestions, it is expected to help students discuss, communicate, establish goals, solve problems, and generate trust in the interaction process in learning activities as well as connect specific experience in activities with life experience, transfer and generate meanings, encourage adventure and self-challenge, self-awareness, and finally discover innovative thinking and new potential to generate the natural development for learning and change.