Influence of Sustained Learning on Knowledge Transferability in Distance Learning

Abstract

Through the network teaching platform, distance teaching provides relevant distance technical support services for adult education, and evaluates teaching results of the teaching method, relying on modern network technology and integrating educational resources. It has become a consistent pursuit in the field of education to change the learning mode of distance learners, to cultivate higher-order sustained thinking ability, and to promote sustained learning so that learners’ knowledge transferability becomes more obvious. The results show that Cronbach’s á coefficient and KMO values of the questionnaire are 0.879 and 0.850, indicating that the reliability and validity of the questionnaire are good. Sustained learning, which consists of learning engagement, learning motivation and learning strategy, can significantly improve knowledge transferability. Distance learning duration and age of learners have significant differences in knowledge transferability. Gender and specialty have no significant difference in knowledge transferability. Conclusions have very important reference value for improving sustained learning effect of learners in distance teaching, promoting the occurrence of learners’ multiple interaction behaviors in distance teaching, and realizing cooperative knowledge construction of learners in distance teaching.