Learning Platform Moderation: Research on Innovation of Online
Action Learning Instruction
Boren Gao and Jingxian Wang
Guizhou University of Commerce, Guizhou, 550014, China
Keywords: Online Action Learning, Mental Maturity, Personal Initiative, Platform Quality.
Abstract: Conforming to the trend of digital economy, business schools actively deepen the instruction reform and
promoted the "Internet+" Instruction mode. This study focuses on the influence mechanism of "online action
learning" instruction mode on college students' personal initiative, and uses the relevant concepts of infor-
mation system success model and mental maturity theory for reference, to study the influence relationship
among the four variables: learning platform quality, online action learning, college students' mental maturity
and college students' personal initiative. By randomly selecting 421 college students to conduct a survey, data
statistics and effect verification were also conducted, further analyzed the mechanism among the variables.
In a word, under the influence of students' mental maturity and learning platform quality, online action learn-
ing can have a positive impact on college students' personal initiative.
1 INTRODUCTION
For colleges, online instruction research focuses more
on the construction and effective use of information
platforms, while the adult characteristics of college
students are relatively less involved. The traditional
view is that only the behavior of students who are ed-
ucated in formal learning places like schools can be
called learning. In fact, college students are adults
like college lecturers, should be defined as a group
that can complete self-study with the help of ad-
vanced IT instruction models (Li, 2021). Especially
in the digital economy environment, adult learning
often takes place in informal places, such as online
communities or virtual communities (Wang, 2020).
This research believes that online action learning is
an important strategy to improve college students'
lifelong learning ability, and discusses the necessity
and applicability of online action learning instruction
mode from the theoretical level, demonstrates how
online action learning can promote college students'
personal initiative, and studies the mediation effect of
college students' mental maturity and the moderation
role of college learning platform quality. (Li, 2021;
Wang, 2020)
2 THE BASIC THEORY
2.1 The Platform Quality
The concept of platform quality can be traced back to
the theory of information system success model. This
model firstly studies the influence of information
quality, as shown in Figure 1, system quality and ser-
vice quality on users' usage intention and customer
satisfaction, and then further studies the effect of this
influence on net income, so as to find the path to op-
timize the information system (Cao, 2021).
Figure 1: Information System Success Model (Cao, 2021)
[Owner-draw]
The information provided in the online live teach-
ing platform is mostly resources related to teaching
and subject knowledge. Therefore, in the information
system of live teaching, it is more effective to define
Gao, B. and Wang, J.
Learning Platform Moderation: Research on Innovation of Online Action Learning Instruction.
DOI: 10.5220/0011911300003613
In Proceedings of the 2nd International Conference on New Media Development and Modernized Education (NMDME 2022), pages 321-327
ISBN: 978-989-758-630-9
Copyright
c
2023 by SCITEPRESS – Science and Technology Publications, Lda. Under CC license (CC BY-NC-ND 4.0)
321
information quality as resource quality. Service qual-
ity refers to the user's evaluation of the service ob-
tained from the information system, including the re-
sponsiveness, accuracy, technical ability, etc. of the
service. Satisfaction is "the impact of users' actual use
of information systems". The intention to use refers
to the evaluation of users' actual behavior in using the
information system. As online live teaching is a man-
datory learning alternative to offline courses, it is
weak in the online live teaching platform, so this pa-
per does not consider it as a variable. The key link of
distance learning is knowledge sharing, which can be
seen as an information system use behavior. Net in-
come mainly refers to the benefit evaluation of users
using the information system (Cao, 2021; Bock G W,
2009). The online live teaching platform system em-
pirically analyzed in this study was closely related to
the learning ability of college students. The improve-
ment of the learning ability of users after using the
live teaching platform is called "net income". Moreo-
ver, based on the three factors of system quality, re-
source quality and service quality of the "information
system success model", combined with the character-
istics of the online live teaching platform, the plat-
form quality measurement factors were constructed,
and the 5 point Likert scale was used for measure-
ment.
2.2 Online Action Learning
The concept of action learning originates from man-
agement science. It was first proposed and developed
by the British scholar Revans. R in the middle of the
20th century. He applied this method to develop or-
ganizational business, improve and solve problems
encountered. It is a form of organizational learning.
The so-called online action learning, just as its name
implies, is the action learning carried out on the net-
work, which is the combination of online learning and
action learning (Li 2021, Wang 2020, Bock 2009,
Jiang 2021). With the in-depth development of infor-
mation technology in the "Internet+" era, the network
has become an important tool for human learning and
cognitive activities. Online learning based on the net-
work has been welcomed by teachers, lecturers and
education institutions for its immediacy, openness,
flexibility and other characteristics, and has been
widely used in various lecturer training projects (Li,
2021; Wang, 2020).
Online action learning is a learning method
emerging with the continuous combination of infor-
mation technology and adult learning. It is an online
and timely ability building process, and also a way for
learners to use online technology to implement spe-
cific action plans to solve practical work problems
and learn from them. In other words, online action
learning is action learning carried out through the In-
ternet, and the network is the carrier of its learning
activities. Teachers' online action learning not only
has the advantages of rapid updating and strong flex-
ibility of online learning knowledge, but also has the
characteristics of practical, reflective, cooperative
and cyclical action learning (Li 2021, Wang 2020,
Bock 2009, Jiang 2021). The lecturer professional de-
velopment project designed by the concept of online
action learning embodies lecturers' individual reflec-
tion and collective wisdom, and reflects the combina-
tion of individual progress and organizational devel-
opment. Based on the theory of action learning, this
research measures online action learning instruction
from four aspects: learning resource deployment,
group learning, questioning and reflection, and guid-
ance and catalysis. The 5 point Likert scale was used
for measurement.
2.3 Personal Initiative
Personal initiative is expected to be an effective be-
havior model for individuals and organizations to
cope with fierce competition, and is an important area
for organizations to focus on in the future (Gao 2018).
Based on the research of Free et al., (1994), this paper
believes that: The rapid development of science and
technology in the 21st century, the ever-changing dy-
namic environment, the new concept of organization,
and the new changes in the concept of work all make
the workers in it more and more need to adapt to and
tolerate this unstructured uncertainty. Therefore, the
concept of personal initiative, characterized by posi-
tive work attitude and active work behavior, has grad-
ually become an important concept of work perfor-
mance in the 21st century. Based on “the Personal In-
itiative Self statement Reporting Scale” compiled by
Free et al., (1997), this study emphasized four aspects
of college students' initiative behavior: initiative,
spontaneity, perform and endurance. The 5 point Lik-
ert scale was used for measurement. (Gao 2018, Frese
1994, Frese 1997)
2.4 Mental Maturity
Chris Argyris (1957), an American organizational be-
haviorist, believes that a person's maturity is actually
the degree of responsibility he is willing to take for
his own behavior, which includes two core elements,
namely, job maturity and mental maturity(Chris
1957). Mental maturity refers to the willingness and
NMDME 2022 - The International Conference on New Media Development and Modernized Education
322
motivation of an individual to make a certain behav-
ior. If an individual cannot consciously complete a
certain behavior, it means that the person's mental
maturity is low. On the contrary, it is higher (Zhang
2000). Generally speaking, it is a transformation pro-
cess from passive to active, from dependence to inde-
pendence, and from short-sighted to far-sighted.
Many domestic scholars have carried out in-depth re-
search on mental maturity, among which Zhang Li
believes that mental maturity belongs to the sociali-
zation process of individuals, that is, through the
training and accumulation of acquired social life, in-
dividuals will gradually form a process of stable psy-
chological quality that can meet the needs of social
life. The structure of mental maturity includes cogni-
tive maturity, consciousness maturity, emotional ma-
turity, self-consciousness maturity and personality
maturity (Zhang 2000, Chen 2009). With reference to
the research results of domestic and foreign experts
mentioned above, combined with the basic data of the
sample survey of undergraduate college students, this
study summarized the mental maturity of college stu-
dents into four levels: self cognition, psychological
endurance, independence and inclusiveness, The 5
point Likert scale was used for measurement.
3 RESEARCH HYPOTHESIS
3.1 Online Action Learning and
Personal Initiative
The impact of online action learning instruction on
students' personal initiative can be reflected in two as-
pects: (1) The school's behavior of building an online
course platform is a practice of action learning, which
provides students with the required teaching re-
sources and teaching environment. Taylor et al., pro-
posed that action learning can be based on the needs
of the organization itself to form a personalized social
support network, which plays a positive role in the
modular cross school integration and innovation of
resources. Specific to the instruction practice process,
online action learning can help them build a new
framework for knowledge output in SPOC teaching
design and environmental preparation (Li 2021,
Wang 2020, Bock 2009, Jiang 2021). (2) The instruc-
tion process of online action learning is the process of
developing students' learning habits. Lump-Kim
pointed out that action learning can create a more ef-
ficient, transparent and open knowledge system, rap-
idly improve the efficiency of organizational resource
management, and stimulate students' knowledge inte-
gration behavior on the basis of knowledge internali-
zation (Bock 2009, Jiang 2021, Gao 2018, Zhang
2010). Therefore, online action learning behavior can
gradually build a flexible curriculum system and
deeply mine learning data. Thus, the following as-
sumptions are proposed: H1. The application of
"online action learning" helps to improve the personal
initiative of college students in the daily learning pro-
cess.
3.2 Online Action Learning and Mental
Maturity
Online action learning instruction, through course al-
liances and course platforms, introduces heterogene-
ous resources between schools and within schools,
and deals with students' basic knowledge in advance.
It moves classroom learning from shallow to deep. It
is a cross-school resource management activity. It is
not only a simple combination of resources, but also
a instruction method that contains the dual character-
istics of exploratory innovation and utilization inno-
vation. In the process of cross-school resource inte-
gration, lecturers' learning and transformation of re-
sources will help to create new knowledge. Secondly,
online action learning can improve the novelty of
teaching materials. In the process of general and basic
curriculum teaching, teachers often fall into the di-
lemma of solidification of teaching thinking, and it is
difficult to innovate the teaching content only by in-
novating the teaching form. The online action learn-
ing classroom is different. As the main body of cross
domain integration of learning resources, students can
build new teaching content across industries and
fields through the existing online learning platform,
improve the novelty of teaching innovation, and im-
prove students' knowledge mastering speed and learn-
ing ability. The mental maturity of college students
can be summarized into four levels: self cognition,
psychological endurance, independence and inclu-
siveness. Finally, online action learning classroom
teaching can improve the construction speed of new
undergraduate courses. However, online action learn-
ing teaching can use the dual innovation ability mod-
ular reorganization of internal and external solutions
to help students quickly obtain the material and tech-
nical resources needed for learning, improve learning
speed, and then make a breakthrough in students' dual
learning ability (Li 2021; Wang 2020, Chris 1957,
Chen 2009, Zhang 2010). Therefore, this study pro-
poses the following assumptions: H2. online action
learning is conducive to the mental maturity and
healthy development of college students.
Learning Platform Moderation: Research on Innovation of Online Action Learning Instruction
323
3.3 Mental Maturity and Personal
Initiative
Personal initiative is not only the behavior of
knowledge acquirers to seek knowledge, but also the
behavior of knowledge providers to transfer and teach
knowledge. Therefore, in online teaching, lecturers
impart knowledge to students and improve their
learning ability, which is also a psychological inter-
action behavior. Through the openness and flow of
knowledge, students can realize the improvement of
psychological interaction and cognitive ability in the
systematic process of knowledge transfer, utilization
and feedback. Online live teaching class is similar to
offline class. It takes a small class group as a unit. In-
dividuals who like group work are more likely to in-
teract and share information frequently. This online
teaching with students' cooperative learning as the
core content is conducive to cultivating students' abil-
ities of autonomous learning, communication and ex-
pression (Gao 2018, Fres 1994, Chris 1957, Chen,
2009, Zhang 2010). It can be seen that the mental ma-
turity of college students is closely related to the ini-
tiative of individuals. In teaching reform, we should
respect the psychological characteristics of students
and create a good management environment in order
to truly realize the independent management of stu-
dents. Based on this, this study puts forward the fol-
lowing hypothesis: H3. the mental maturity of college
students is helpful to improve the personal initiative
of college students.
3.4 The Mediating Role of Mental
Maturity
The mental maturity of college students is an essential
factor for college instruction to gain competitive ad-
vantage. When mobilizing students to participate in
classroom teaching activities, the ability to handle,
understand and use information is as important as the
ability to deal with problems on the spot. Undoubt-
edly, effective mental sharing behavior can not only
help to form a strong learning atmosphere, but also
promote students' autonomous and spontaneous par-
ticipation behavior. When students' experience and
skills are shared in the classroom, it creates an oppor-
tunity for interactive learning, thus stimulating the
best learning practice, reducing the cost of ineffective
learning, helping to create and update knowledge at
the individual and team levels, and ultimately im-
proving the effectiveness of teaching. In addition, the
undergraduate colleges are implementing the national
education concept of educating all the students. While
paying attention to the improvement of students' skill
level, they pay more attention to the improvement of
students' humanistic quality and mental health (Chris
1957, Zhang 2000, Chen 2009, Zhang 2010). In par-
ticular, in the context of the digital economy, it is be-
lieved that through the efforts of schools and families,
the mental maturity of college students will gradually
improve, so that they have a strong tolerance and ad-
justment ability to maintain a relative psychological
balance, and promote the mental health and all-round
development of students. Thus, this study proposes
the following hypothesis: H4. the mental maturity of
college students plays a mediating role between
online action learning and personal initiative of col-
lege students.
3.5 The Moderation of Platform
Quality
Platform support refers to the platform interface de-
sign and platform function design that support learn-
ers to interact with deep knowledge, it enables learn-
ers to have a good user experience, meets the learners'
search and communication needs, and further makes
learners perceive fewer barriers to in-depth
knowledge interaction. When users feel that the plat-
form is very easy to use and do not need to waste too
much time to learn how to use it, they will think they
can use the platform well and improve their sense of
self-efficacy. And only when community members
feel it is very convenient to participate in the online
community, they are willing to communicate in the
community. It can be found that platform support af-
fects learners' views on the difficulty of deep
knowledge interaction (Cao 2021, Chris 1957, Zhang,
2010). Thus, this study proposes the following hy-
pothesis: H5. the quality of learning platform plays a
moderating role between action learning teaching and
students' mental maturity.
The stable and smooth quality of the platform di-
rectly promotes the development of learners' own
knowledge and ability through in-depth discussion
with other community members. In the online learn-
ing community, in order to acquire knowledge in the
process of communication and discussion with com-
munity members, those learners with stronger moti-
vation for knowledge often actively post. These learn-
ers will negotiate with others in the process of com-
munication and discussion until they reach an agree-
ment, verify the views again and transfer the new
views. The negotiation, examination and application
of views are all in the category of deep knowledge
interaction, so it can be found that learners with self-
development expectations will think that deep
knowledge interaction is valuable (Cao 2021, Gao
NMDME 2022 - The International Conference on New Media Development and Modernized Education
324
2018, Chris 1957, Zhang 2000, Zhang 2010). There-
fore, the following hypothesis is proposed: H6. the
quality of learning platform plays a moderating role
between college students' mental maturity and active
behavior.
4 VERRIFICATION OF
INTERNAL MECHANISM
4.1 Variable Preparation and Data
Processing
This survey controls the gender, age, and expected
earnings that may affect the relationship between
online action learning, mental maturity, and active be-
havior. Therefore, the potential variables are online
action learning, mental maturity, personal initiative
and platform quality, among which mental maturity
is the intermediary variable. Platform quality, gender,
age, and expected revenue are moderating variables,
as shown in Figure 2. In terms of data processing,
anonymous survey method was used to distribute 421
questionnaires to students in business colleges of Gui-
zhou Province, including 324 valid ones, with a re-
covery rate of 64.16%.
According to the 324 valid questionnaires col-
lected, the average age of students is 21, including
178 males and 146 females. SPSS18.0 statistical soft-
ware package and amos7.0 software were used to test
the reliability of the processed sample data. The re-
sults showed that Cronbach's a coefficients of all var-
iables were greater than the critical value of 0.7, and
the revised item population correlation coefficient
(CITC) was much greater than 0.35. Cronbach's a co-
efficient of all items after deleting the item is smaller
than the total a coefficient of the subscale, which
means that all items have good internal consistency
and should be retained. Each variable table passed
KMO sample measure and Bartlett sphere test, which
is suitable for further factor analysis.
Figure 2. The Final Structural Equation Model [Owner-
draw]
4.2 The Empirical Test
(1) Online action learning improves the test of per-
sonal initiative. According to the requirements of the
conceptual model, Mplus7.1 software is used to es-
tablish the initial structural equation model based on
the overall sample, import the data for fitting, and get
the fitting results of the initial model shown in Table
1: the chi square degree of freedom ratio of the initial
model fitting is 2.473, less than 3; The RMSEA value
is 0.071, less than 0.08; The values of CFI, GFI,
AGFI, NFI and NNFI are all higher than 0.9. The
overall fitting effect of the model is good, but the fit-
ting coefficient is only 0.014, which is not very sig-
nificant in the economic sense. H1 has not been effec-
tively verified. Online action learning cannot improve
the ability of personal initiative. Whether this conclu-
sion is scientific needs further verification.
(2) The mediating effect test of mental maturity.
From the analysis of the model, we can see that the
structural equation model excludes the influence
among many variables, such as the intermediary in-
fluence of mental maturity, such as the adjustment of
the quality of learning platform, and the adjustment
of age and gender. Therefore, the structural equation
model needs to be modified locally. In order to find
the optimal structural equation model graph, after re-
peated comparison and local verification, it is found
that the goodness of fit of the model is the best when
mental maturity is added as the intermediary variable
in the initial structural equation model graph.
(3) As shown in Figure 1, there are two significant
variables, namely, "mental maturity ← online action
learning"（β= 0.283, p<0.01), "active behavior ←
mental maturity"（β= 0.290, p<0.01）. The normal-
ized path coefficients in the figure are significantly
positive, indicating that the variables represented by
these paths have a significant positive impact rela-
tionship. Use Bootstrap program to test the signifi-
cance of mediation effect. The results in Table 1 show
that the 95% confidence interval of the influence path
does not contain zero, which means that there is a sig-
nificant intermediary effect between mental maturity,
online action learning and active behavior. It can be
seen from this that H1, H2, H3 and H4 have been
proved, that is, H2: online action learning signifi-
cantly improves mental maturity, H3: mental maturity
significantly improves personal initiative, and H4:
mental maturity has a mediating effect between
online action learning and students' personal initiative
has been verified. Based on the above three assump-
tions, H1: online action learning improves personal
initiative ability.
Learning Platform Moderation: Research on Innovation of Online Action Learning Instruction
325
(4) The moderating effect of learning platform
quality, age, gender and expected income on online
action learning, mental maturity and active behavior
interaction. Structural equation model was used to
test the moderating effects of learning platform qual-
ity, age, gender and expected income. According to
the median of learning platform quality, age, gender
and expected income, the students were divided into
four scales, and each scale was divided into two sub-
samples according to the score. The path coefficients
of the two subsamples were estimated by the struc-
tural equation model for each group, and the joint t-
test formula was used to test the moderating effect
(see Table 1).
There are significant differences between the path
coefficients of low-quality samples. Since the Z-value
of the joint t-test is all positive, it means that the qual-
ity of learning platform will significantly positively
regulate the relationship between online action learn-
ing, mental maturity and active behavior. From the
empirical results, it can be found that the high quality
of learning platform will promote the path coefficient
of “online action learning → mental maturity” and
“mental maturity → personal initiative”, so that the
path coefficient of online action learning → active be-
havior of high quality learning platform is signifi-
cantly higher than the coefficient of low quality learn-
ing platform.
There are significant differences between the path
coefficients of the male sample and the female sam-
ple. Since the Z-value of the joint t-test is all positive,
it means that gender significantly positively moder-
ates the relationship between online action learning,
mental maturity, and active behavior. From the em-
pirical results, it can be found that the path coeffi-
cients of online action learning → mental maturity
and mental maturity → personal initiative of boys are
significantly higher than those of girls, so that the per-
sonal initiative induced by online action learning of
boys is significantly better than that of girls.
Table 1. Test Results of Moderating Effect
Route
High
qual-
ity of
learn-
ing
plat-
form
Low
qual-
ity of
learn-
ing
plat-
form
Joint
T-
test
Male
stu-
dent
Fe-
male
stu-
dent Joint
T-
test
Senior
grade
Junior
grade
Joint
T-
test
High
thresh-
old of
ex-
pected
in-
come
Low
thresh-
old of
ex-
pected
in-
come
Joint
T-
test
Stand
ard
coef-
fi-
cient
Stand
ard
coef-
fi-
cient
Stand-
ard co-
effi-
cient
Stand-
ard co-
effi-
cient
Stand-
ard co-
effi-
cient
Stand-
ard co-
effi-
cient
Stand-
ard co-
effi-
cient
Stand-
ard co-
effi-
cient
Online
Action
Learn-
ing→Me
ntal Ma-
turit
y
0.351
**
0.120
**
3.15
8*
0.317*
*
0.253*
0.64
3*
0.303*
*
0.104*
*
-
6.41
7*
0.197*
**
0.371*
**
5.00
1*
Mental
Ma-
turity→
Personal
Initiative
0.330
**
0.153
**
4.03
8*
0.286*
*
0.257*
0.01
4*
0.293*
*
0.113*
*
-
5.93
8*
0.114*
**
0.251*
**
3.98
1*
Online
Action
Learn-
ing→Per
sonal In-
itiative
0.115
83
0.018
36
2.57
7*
0.0906
62
0.0650
21
0.02
7*
0.0117
52
0.0887
79
-
5.71
8*
0.0931
21
0.0224
58
4.62
4*
(Note: ** and * represent the significance level of 5% and 10%, respectively)
There are significant differences between the path
coefficients of the upper grade sample and the lower
grade sample. Since the Z-value of the joint t-test is
all positive, it means that age significantly positively
moderates the relationship between online action
learning, mental maturity, and active behavior. From
the empirical results, it can be found that the path co-
efficients of online action learning → mental maturity
and mental maturity → personal initiative of senior
students are significantly higher than those of junior
NMDME 2022 - The International Conference on New Media Development and Modernized Education
326
students, so that the personal initiative induced by
online action learning of senior students is signifi-
cantly better than that of junior students.
In the sample with low expected return standard,
there is a significant difference between the coeffi-
cients of each path and those of the sample with high
expected return standard. Since the Z values of the
joint T-test are all positive, this means that the ex-
pected return criterion will significantly and posi-
tively adjust the relationship between online action
learning, mental maturity and personal initiative.
From the empirical results, it can be found that a low
standard of expected return will promote the path co-
efficient of online action learning → mental maturity,
mental maturity → personal initiative, thus making
the path coefficient of online action learning → active
behavior with a low standard of expected return sig-
nificantly higher than that with a high standard of ex-
pected return.
5 CONCLUSION
This report is the result of the "2022 School-enter-
prise Integrated Education Project of the Ministry of
Education: Exploration and Research on the New
Business School Enterprise Integration Instruction
Mode in the Digital Economy" and the “Reform pro-
ject of the teaching content and curriculum system of
Guizhou's colleges: ecological civilization oriented
teaching reform of basic courses of economics and
management (No. 2022222)”. By analyzing the pro-
cess of online action learning instruction innovation
and empirically testing the influence relationship and
specific mechanism between the four variables of
learning platform quality, online action learning, stu-
dents' mental maturity and personal initiative, this
study believes that online action learning is a very ef-
fective instruction model to improve college students'
lifelong learning ability. The undergraduate business
school actively improves learning platform quality
and promotes the online action learning instruction
mode, which can promote the mental growth of col-
lege students and have a positive impact on the per-
sonal initiative of college students.
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