# Evaluation Methods of Interactive Effects of Collaborative English Learning in Colleges in Online Environment

Authors: Yang Zhang; Hai Zhang; Yining Wang
Journal: Mobile Information Systems
 (2022)

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## Abstract

The rapid development of modern teaching information technology, especially the application of modern information technology, represented by multimedia technology and Internet information technology in education, makes collaborative learning (CL) in an online environment more critical, and its evaluation issues are more prominent. This article aims to study the interactive effect of the evaluation method of college English CL in the online environment. This paper mainly analyzes the composition of cooperative learning, the effect evaluation function of online cooperative learning, the elements of interactive design, and other teaching activities on learning. Combining the experimental method and the questionnaire survey method, a class of non-English majors in a university is selected as the research object. All students perform English CL in an online environment, and we finally analyze the interactive effects of students’ CL based on the data obtained from pretests and questionnaires. The experimental results show that the interaction of teachers and students through the CL of online platforms has become closer.


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## Body

## 1. Introduction

With the development of information technology education, computer-supported CL and online CL have become important learning methods [1, 2]. In the current classroom CL practice process, face-to-face communication is helpful for knowledge exchange between learners, but it is not suitable for recording and creating discussion content [3, 4]. Online CL provides learners with a more relaxed and free learning environment for learners. At the same time, online learning platforms can record the content of learners’ speeches and classify them in chronological order.Unlike traditional educational evaluation, CL evaluation is unique. Because CL exerts the social skills of group members, collaborative learners can be evaluated from the perspective of social constructivism and can reflect the various abilities of interaction between learners and the environment. However, in recent years, some foreign researchers have also tried to discuss the evaluation of collaborative learners through quantitative evaluation methods, such as extracting keywords from student exchange information in online forums and providing information [5, 6]. However, the above-mentioned research methods still face certain problems. Because the interactive evaluation with students uses the keyword probability calculation method, some short sentences in the communication process are often overlooked, so the credibility of the evaluation cannot be improved. Moreover, since it is difficult to evaluate the contributions of individual members to the group discussion in the information summary provided, it is not possible to evaluate individual students fairly and reasonably. In addition, many foreign researchers are conducting extensive research on CL evaluation methods, and some have calculated group performance that can track student progress and motivate students to study. Some scholars encourage students to use a one-minute questionnaire for self-assessment. This method allows students to quickly collect information to guide design and practice and to monitor teacher guidance [7, 8]. There are also some researchers who advocate splitting individual scores into modifiers and changing the group scores to get the final individual scores evaluated according to individual circumstances and organizations [9, 10]. The above-mentioned research methods are mainly for special subtypes, with lack of systematic solutions, and cannot establish a comprehensive and mature evaluation model. Moreover, there is a lack of progress in practical applications, incomplete evaluation information, and partial evaluation content. Although there are many evaluation methods, these methods do not necessarily reflect the actual learning situations of the students. Generally, the method only focuses on the actual performance of the students, reflects the various reflections of the students in the actual learning process, and observes the students. Teachers and group members with grades are not advantages, and they cannot meet the requirements of CL development in the Internet environment.Research on collaborative learning effect evaluation in the online environment is conducive to promoting the transformation of evaluation concepts, the reform of evaluation methods, and the openness and fairness of learning effect evaluation; the establishment of a collaborative learning effect evaluation system in an online environment is conducive to the further development and development of CSCL research. The improvement of the whole network education evaluation system is of great significance.On the basis of consulting a large number of relevant references, this article combines the components of CL, the function of online CL effect evaluation, the elements of interactive design, and the design principles of CL teaching activities and selects non-English major students at a certain university as the research object. We research and analyze the interactive effects of students’ CL through questionnaire surveys and other methods.


## 2. Evaluation Methods of Interactive Effects of Collaborative English Learning in Colleges in Online Environment

### 2.1. The Elements of Collaborative Learning

(1)
Tutors are the leaders in CL. Teachers can effectively manage the educational process and ensure the smooth development of educational activities [11, 12]. At the same time, CL requires teachers to be student-centered, fully emphasizing the subjectivity of students so as to achieve the best combination of teaching and learning.(2)
Members refer to learners. As independent individuals, each member has their own strengths and advantages. Teachers divide the members into different groups according to their personal characteristics. Under normal circumstances, the distribution of members usually takes a complementary form, so that the interests of members can be combined with each other to achieve the greatest learning results.(3)
Collaborative learning activities are carried out as a unit of CL activities. The formation of CL activities has a significant impact on whether CL activities can achieve the expected results. Grouping usually has three forms, namely, heterogeneous grouping, homogeneous grouping, and autonomous grouping. Heterogeneous grouping is to supplement the individual differences between members, and homogeneous grouping is to ensure that the overall level of the collaboration team is consistent, making the grouping more comparable. Autonomous grouping is to satisfy the personality development of students and to stimulate their interest in learning. In heterogeneous grouping, the teacher assigns members to the group according to a specific strategy. Each team member has his own strengths and is interdependent and interrelated. This form not only enhances the effectiveness of joint learning but also helps to fully emphasize the advantages of students with different cognitive levels.(4)
A good collaborative learning environment is needed in the development process of successful CL. The CL environment mainly includes space environment, material environment, resource environment, and organizational environment. The space environment refers to the main venue for CL activities, while the material environment refers to the necessary materials and equipment in the CL process, and the data environment refers to the necessary learning materials in CL, such as books, materials, tools, and network resources; the organizational environment refers to the main organizational structure and components in CL activities.


### 2.2. The Function of Online Collaborative Learning Effect Evaluation

#### 2.2.1. Feedback Adjustment and Monitoring

By evaluating the results of online CL, a feedback mechanism among teachers, students, and learners can be established. In the process of CL, teachers evaluate the different achievements of cooperative groups and learners and adjust their own curriculum settings according to specific criteria such as self-evaluation and peer review. This indirectly increases the learning effects of students. Students’ self-evaluation feedback in the working group can help students better understand the learning situation between themselves and the organization, so as to adjust learning plans, improve learning strategies, and improve learning methods. At the same time, the team can also adjust organizational learning strategies through feedback and evaluation to improve the effectiveness of organizational learning.The evaluation activity itself is also a kind of monitoring, which can supervise and control the learning of students and groups through specific rules and prompts. Online evaluation of CL outcomes can monitor, record, and analyze students and teachers and provide feedback to students and teachers through peer review, student self-evaluation, and teacher evaluation. This kind of evaluation activity not only understands the learner’s learning situation but also guides the learner’s learning through objective feedback information. In fact, it has also completed the monitoring of the learning process.


#### 2.2.2. Measurement and Statistics

Evaluating the impact of online CL also includes “measurement.” The measurement of learning outcome evaluation is integrated into measurement analysis and performance statistics. The measurement must be true and objective. The measurement of learning outcome evaluation provides an important basis for learners to better understand themselves.


### 2.3. Elements of Interaction Design

The interactive design model of CL in the online environment is shown in Figure1.Figure 1
Interactive design model of collaborative learning in an online environment.


#### 2.3.1. Interaction Target

After clarifying the content of the interaction, we must first clarify the purpose of the interaction. This also reflects the goal-oriented principle. The design of other interactive elements needs to be guided by the interactive goals. The interactive target looks like a navigator. Only when the goal of the interaction is clarified, can the design of the interaction meet the goal of interaction and be meaningful. The interactive target is also a model for students to detect learning outcomes. When designing an interaction goal, not only the content of the interaction must be designed, but also the characteristics of the students should also be designed. When teachers design their own interactive goals, they also need to combine the “dual-core” principle and the concept of online learning to help students clarify their learning goals.


#### 2.3.2. Interactive Task

Once the interaction goals are determined, we need to design and publish our interaction work according to our interaction goals. Interworking is the same as improving interaction goals and setting specific learning requirements for students. In the learning process, students are usually exposed to three types of tasks. The first type of homework is dominated by individual students, and students can complete it independently. The second type of work is based on group learning. Another task is designed for students with learning disabilities. These three types of tasks are designed to cultivate learners’ common learning and problem-solving skills and to promote students’ progress.


#### 2.3.3. Interactive Resources

The development of classroom interaction is inseparable from the support of interactive resources, which are the sum of all the content learned by learners in the learning process, including printed learning resources such as textbooks and e-learning resources. All educational resources uploaded by teachers can be used as interactive resources for courses. Interactive resources can be in the form of documents, videos, PPTs, PDFs, and network links. When using learning resources uploaded by teachers, learners can also use shared resources uploaded through independent learning or CL as interactive course resources. There are multiple formats and sources for interactive resources. This helps students form a brainstorm and broadens their horizons.


#### 2.3.4. Interactive Activities

The design of interactive activities should combine the content of the interaction, the capabilities of the platform, and the characteristics of the learners. When designing interactive activities, first we must determine the interactive goals and tasks based on the content of the interaction and then select the form of interactive activities based on the capabilities provided by the interactive platform and the actual situation of the learners. While planning for interactive activities, we need to organize and ensure their smooth implementation. Finally, the role of teachers, educational assistants, and interactive platforms in the learning process cannot be ignored. The teacher team and interactive platform provide students with learning support services.


#### 2.3.5. Interactive Evaluation

Interactive assessment is an investigation of students’ learning and a test of learning effects. Interactive student assessment includes an assessment of the learning process and results. The evaluation of the learning process is reflected in the learner’s participation and contribution to interactive activities, and the learner’s participation and contribution to interactive activities can be intuitively presented through the quantity and quality of student interaction. The evaluation of the results is reflected in the online learning situation of the learners, and the online learning situation of the learners is visually presented through the questionnaire survey and the student classroom evaluation. Student interaction assessment is based on specific criteria. We should note that interactive assessments are designed to maximize accurate education and not to deter students, but to motivate them to learn.


### 2.4. Design Principles of Collaborative Learning Teaching Activities

#### 2.4.1. The Principle of Collaboration

In terms of activity goals, the design of college English CL education activities focuses on cultivating students’ sense of collaboration and its capabilities. Collaboration awareness reflects students’ thoughts, attitudes, interests, motivations, and feelings about collaborative work. Collaboration ability is a student’s skills in collaborative work, including sharing information and completion status with others. Collaborative learning in college English emphasizes that collaboration is the main form of activity organization when designing work methods. It involves collaboration within the group and involves resource sharing, problem discussion, negotiation, communication among group members, and other activities.


#### 2.4.2. Guiding Principles

College English online CL activities emphasize that students give full play to their cognitive role, but the leading role of teachers cannot be ignored. During teaching activities, teachers’ guidance directly affects the success or failure of teaching activities. The leading role of teachers is reflected in the construction of a collaborative learning environment and the design of the CL process. When designing a collaborative learning environment, teachers need to control, organize, integrate, and develop relevant online resources and learning tools to allow students to complete different learning tasks. When designing the collaborative activity process, teachers need to select different types of activities, formulate activity steps, and clarify design strategies and rules so as to gradually improve students’ collaborative learning ability.


#### 2.4.3. The Principle of Clarity of Objectives

In the process of online course teaching, clear educational goals must be formulated, which is a key factor for the success of teaching. The activities and tasks that learners need to complete in online learning need to be clearly reminded of their purpose so that they can clearly carry out educational activities without rushing.


## 2.1. The Elements of Collaborative Learning

(1)
Tutors are the leaders in CL. Teachers can effectively manage the educational process and ensure the smooth development of educational activities [11, 12]. At the same time, CL requires teachers to be student-centered, fully emphasizing the subjectivity of students so as to achieve the best combination of teaching and learning.(2)
Members refer to learners. As independent individuals, each member has their own strengths and advantages. Teachers divide the members into different groups according to their personal characteristics. Under normal circumstances, the distribution of members usually takes a complementary form, so that the interests of members can be combined with each other to achieve the greatest learning results.(3)
Collaborative learning activities are carried out as a unit of CL activities. The formation of CL activities has a significant impact on whether CL activities can achieve the expected results. Grouping usually has three forms, namely, heterogeneous grouping, homogeneous grouping, and autonomous grouping. Heterogeneous grouping is to supplement the individual differences between members, and homogeneous grouping is to ensure that the overall level of the collaboration team is consistent, making the grouping more comparable. Autonomous grouping is to satisfy the personality development of students and to stimulate their interest in learning. In heterogeneous grouping, the teacher assigns members to the group according to a specific strategy. Each team member has his own strengths and is interdependent and interrelated. This form not only enhances the effectiveness of joint learning but also helps to fully emphasize the advantages of students with different cognitive levels.(4)
A good collaborative learning environment is needed in the development process of successful CL. The CL environment mainly includes space environment, material environment, resource environment, and organizational environment. The space environment refers to the main venue for CL activities, while the material environment refers to the necessary materials and equipment in the CL process, and the data environment refers to the necessary learning materials in CL, such as books, materials, tools, and network resources; the organizational environment refers to the main organizational structure and components in CL activities.


## 2.2. The Function of Online Collaborative Learning Effect Evaluation

### 2.2.1. Feedback Adjustment and Monitoring

By evaluating the results of online CL, a feedback mechanism among teachers, students, and learners can be established. In the process of CL, teachers evaluate the different achievements of cooperative groups and learners and adjust their own curriculum settings according to specific criteria such as self-evaluation and peer review. This indirectly increases the learning effects of students. Students’ self-evaluation feedback in the working group can help students better understand the learning situation between themselves and the organization, so as to adjust learning plans, improve learning strategies, and improve learning methods. At the same time, the team can also adjust organizational learning strategies through feedback and evaluation to improve the effectiveness of organizational learning.The evaluation activity itself is also a kind of monitoring, which can supervise and control the learning of students and groups through specific rules and prompts. Online evaluation of CL outcomes can monitor, record, and analyze students and teachers and provide feedback to students and teachers through peer review, student self-evaluation, and teacher evaluation. This kind of evaluation activity not only understands the learner’s learning situation but also guides the learner’s learning through objective feedback information. In fact, it has also completed the monitoring of the learning process.


### 2.2.2. Measurement and Statistics

Evaluating the impact of online CL also includes “measurement.” The measurement of learning outcome evaluation is integrated into measurement analysis and performance statistics. The measurement must be true and objective. The measurement of learning outcome evaluation provides an important basis for learners to better understand themselves.


## 2.2.1. Feedback Adjustment and Monitoring

By evaluating the results of online CL, a feedback mechanism among teachers, students, and learners can be established. In the process of CL, teachers evaluate the different achievements of cooperative groups and learners and adjust their own curriculum settings according to specific criteria such as self-evaluation and peer review. This indirectly increases the learning effects of students. Students’ self-evaluation feedback in the working group can help students better understand the learning situation between themselves and the organization, so as to adjust learning plans, improve learning strategies, and improve learning methods. At the same time, the team can also adjust organizational learning strategies through feedback and evaluation to improve the effectiveness of organizational learning.The evaluation activity itself is also a kind of monitoring, which can supervise and control the learning of students and groups through specific rules and prompts. Online evaluation of CL outcomes can monitor, record, and analyze students and teachers and provide feedback to students and teachers through peer review, student self-evaluation, and teacher evaluation. This kind of evaluation activity not only understands the learner’s learning situation but also guides the learner’s learning through objective feedback information. In fact, it has also completed the monitoring of the learning process.


## 2.2.2. Measurement and Statistics

Evaluating the impact of online CL also includes “measurement.” The measurement of learning outcome evaluation is integrated into measurement analysis and performance statistics. The measurement must be true and objective. The measurement of learning outcome evaluation provides an important basis for learners to better understand themselves.


## 2.3. Elements of Interaction Design

The interactive design model of CL in the online environment is shown in Figure1.Figure 1
Interactive design model of collaborative learning in an online environment.


### 2.3.1. Interaction Target

After clarifying the content of the interaction, we must first clarify the purpose of the interaction. This also reflects the goal-oriented principle. The design of other interactive elements needs to be guided by the interactive goals. The interactive target looks like a navigator. Only when the goal of the interaction is clarified, can the design of the interaction meet the goal of interaction and be meaningful. The interactive target is also a model for students to detect learning outcomes. When designing an interaction goal, not only the content of the interaction must be designed, but also the characteristics of the students should also be designed. When teachers design their own interactive goals, they also need to combine the “dual-core” principle and the concept of online learning to help students clarify their learning goals.


### 2.3.2. Interactive Task

Once the interaction goals are determined, we need to design and publish our interaction work according to our interaction goals. Interworking is the same as improving interaction goals and setting specific learning requirements for students. In the learning process, students are usually exposed to three types of tasks. The first type of homework is dominated by individual students, and students can complete it independently. The second type of work is based on group learning. Another task is designed for students with learning disabilities. These three types of tasks are designed to cultivate learners’ common learning and problem-solving skills and to promote students’ progress.


### 2.3.3. Interactive Resources

The development of classroom interaction is inseparable from the support of interactive resources, which are the sum of all the content learned by learners in the learning process, including printed learning resources such as textbooks and e-learning resources. All educational resources uploaded by teachers can be used as interactive resources for courses. Interactive resources can be in the form of documents, videos, PPTs, PDFs, and network links. When using learning resources uploaded by teachers, learners can also use shared resources uploaded through independent learning or CL as interactive course resources. There are multiple formats and sources for interactive resources. This helps students form a brainstorm and broadens their horizons.


### 2.3.4. Interactive Activities

The design of interactive activities should combine the content of the interaction, the capabilities of the platform, and the characteristics of the learners. When designing interactive activities, first we must determine the interactive goals and tasks based on the content of the interaction and then select the form of interactive activities based on the capabilities provided by the interactive platform and the actual situation of the learners. While planning for interactive activities, we need to organize and ensure their smooth implementation. Finally, the role of teachers, educational assistants, and interactive platforms in the learning process cannot be ignored. The teacher team and interactive platform provide students with learning support services.


### 2.3.5. Interactive Evaluation

Interactive assessment is an investigation of students’ learning and a test of learning effects. Interactive student assessment includes an assessment of the learning process and results. The evaluation of the learning process is reflected in the learner’s participation and contribution to interactive activities, and the learner’s participation and contribution to interactive activities can be intuitively presented through the quantity and quality of student interaction. The evaluation of the results is reflected in the online learning situation of the learners, and the online learning situation of the learners is visually presented through the questionnaire survey and the student classroom evaluation. Student interaction assessment is based on specific criteria. We should note that interactive assessments are designed to maximize accurate education and not to deter students, but to motivate them to learn.


## 2.3.1. Interaction Target

After clarifying the content of the interaction, we must first clarify the purpose of the interaction. This also reflects the goal-oriented principle. The design of other interactive elements needs to be guided by the interactive goals. The interactive target looks like a navigator. Only when the goal of the interaction is clarified, can the design of the interaction meet the goal of interaction and be meaningful. The interactive target is also a model for students to detect learning outcomes. When designing an interaction goal, not only the content of the interaction must be designed, but also the characteristics of the students should also be designed. When teachers design their own interactive goals, they also need to combine the “dual-core” principle and the concept of online learning to help students clarify their learning goals.


## 2.3.2. Interactive Task

Once the interaction goals are determined, we need to design and publish our interaction work according to our interaction goals. Interworking is the same as improving interaction goals and setting specific learning requirements for students. In the learning process, students are usually exposed to three types of tasks. The first type of homework is dominated by individual students, and students can complete it independently. The second type of work is based on group learning. Another task is designed for students with learning disabilities. These three types of tasks are designed to cultivate learners’ common learning and problem-solving skills and to promote students’ progress.


## 2.3.3. Interactive Resources

The development of classroom interaction is inseparable from the support of interactive resources, which are the sum of all the content learned by learners in the learning process, including printed learning resources such as textbooks and e-learning resources. All educational resources uploaded by teachers can be used as interactive resources for courses. Interactive resources can be in the form of documents, videos, PPTs, PDFs, and network links. When using learning resources uploaded by teachers, learners can also use shared resources uploaded through independent learning or CL as interactive course resources. There are multiple formats and sources for interactive resources. This helps students form a brainstorm and broadens their horizons.


## 2.3.4. Interactive Activities

The design of interactive activities should combine the content of the interaction, the capabilities of the platform, and the characteristics of the learners. When designing interactive activities, first we must determine the interactive goals and tasks based on the content of the interaction and then select the form of interactive activities based on the capabilities provided by the interactive platform and the actual situation of the learners. While planning for interactive activities, we need to organize and ensure their smooth implementation. Finally, the role of teachers, educational assistants, and interactive platforms in the learning process cannot be ignored. The teacher team and interactive platform provide students with learning support services.


## 2.3.5. Interactive Evaluation

Interactive assessment is an investigation of students’ learning and a test of learning effects. Interactive student assessment includes an assessment of the learning process and results. The evaluation of the learning process is reflected in the learner’s participation and contribution to interactive activities, and the learner’s participation and contribution to interactive activities can be intuitively presented through the quantity and quality of student interaction. The evaluation of the results is reflected in the online learning situation of the learners, and the online learning situation of the learners is visually presented through the questionnaire survey and the student classroom evaluation. Student interaction assessment is based on specific criteria. We should note that interactive assessments are designed to maximize accurate education and not to deter students, but to motivate them to learn.


## 2.4. Design Principles of Collaborative Learning Teaching Activities

### 2.4.1. The Principle of Collaboration

In terms of activity goals, the design of college English CL education activities focuses on cultivating students’ sense of collaboration and its capabilities. Collaboration awareness reflects students’ thoughts, attitudes, interests, motivations, and feelings about collaborative work. Collaboration ability is a student’s skills in collaborative work, including sharing information and completion status with others. Collaborative learning in college English emphasizes that collaboration is the main form of activity organization when designing work methods. It involves collaboration within the group and involves resource sharing, problem discussion, negotiation, communication among group members, and other activities.


### 2.4.2. Guiding Principles

College English online CL activities emphasize that students give full play to their cognitive role, but the leading role of teachers cannot be ignored. During teaching activities, teachers’ guidance directly affects the success or failure of teaching activities. The leading role of teachers is reflected in the construction of a collaborative learning environment and the design of the CL process. When designing a collaborative learning environment, teachers need to control, organize, integrate, and develop relevant online resources and learning tools to allow students to complete different learning tasks. When designing the collaborative activity process, teachers need to select different types of activities, formulate activity steps, and clarify design strategies and rules so as to gradually improve students’ collaborative learning ability.


### 2.4.3. The Principle of Clarity of Objectives

In the process of online course teaching, clear educational goals must be formulated, which is a key factor for the success of teaching. The activities and tasks that learners need to complete in online learning need to be clearly reminded of their purpose so that they can clearly carry out educational activities without rushing.


## 2.4.1. The Principle of Collaboration

In terms of activity goals, the design of college English CL education activities focuses on cultivating students’ sense of collaboration and its capabilities. Collaboration awareness reflects students’ thoughts, attitudes, interests, motivations, and feelings about collaborative work. Collaboration ability is a student’s skills in collaborative work, including sharing information and completion status with others. Collaborative learning in college English emphasizes that collaboration is the main form of activity organization when designing work methods. It involves collaboration within the group and involves resource sharing, problem discussion, negotiation, communication among group members, and other activities.


## 2.4.2. Guiding Principles

College English online CL activities emphasize that students give full play to their cognitive role, but the leading role of teachers cannot be ignored. During teaching activities, teachers’ guidance directly affects the success or failure of teaching activities. The leading role of teachers is reflected in the construction of a collaborative learning environment and the design of the CL process. When designing a collaborative learning environment, teachers need to control, organize, integrate, and develop relevant online resources and learning tools to allow students to complete different learning tasks. When designing the collaborative activity process, teachers need to select different types of activities, formulate activity steps, and clarify design strategies and rules so as to gradually improve students’ collaborative learning ability.


## 2.4.3. The Principle of Clarity of Objectives

In the process of online course teaching, clear educational goals must be formulated, which is a key factor for the success of teaching. The activities and tasks that learners need to complete in online learning need to be clearly reminded of their purpose so that they can clearly carry out educational activities without rushing.


## 3. Experiment

### 3.1. Research Methods

This article selects students from a class of non-English majors in a university as the research object. There are 42 students in this class. All the students are involved in collaborative English learning in an online environment. They are in different spaces and cannot communicate face-to-face. The experiment conducts pretests and posttests, and the pretest and posttest papers are scored by experts for statistics. The purpose is to use traditional methods to evaluate and obtain the interactive effects of CL. This article divides 42 students into 10 groups, each with 4-5 people. Therefore, the sample data in this article make 40 sets of CL records and 40 sets of pretest scores. After the experiment, this paper uses questionnaires to investigate the students’ satisfaction with CL and the interactive effects.


### 3.2. Reliability Analysis of the Questionnaire

In order to effectively guarantee the reliability and stability of the questionnaires we have tested, we first need to calculate the variance of the results of the questionnaires that have been returned, and then we use the “half-half reliability” method to measure it which is a method of testing results. All questionnaires that have been successfully recovered are considered reliability tests. Using formula (1), we can calculate the relevant reliability coefficient of the questionnaire. After halving, we can calculate the correlation coefficient between the questionnaires, the value of which is r = 0.883. When the test accuracy rate reaches 0.80 or more in this process, it is completely certain that this process is actually a relatively high-quality process. The survey results after the assessment show the accuracy of this questionnaire survey and its actual reliability.(1)rSB=2rhh1+rhh,r=21−Sa2+Sb2Sx2.Here,Sa2andSb2 represents the variance of the test scores of the two halves and r is the reliability value.


## 3.1. Research Methods

This article selects students from a class of non-English majors in a university as the research object. There are 42 students in this class. All the students are involved in collaborative English learning in an online environment. They are in different spaces and cannot communicate face-to-face. The experiment conducts pretests and posttests, and the pretest and posttest papers are scored by experts for statistics. The purpose is to use traditional methods to evaluate and obtain the interactive effects of CL. This article divides 42 students into 10 groups, each with 4-5 people. Therefore, the sample data in this article make 40 sets of CL records and 40 sets of pretest scores. After the experiment, this paper uses questionnaires to investigate the students’ satisfaction with CL and the interactive effects.


## 3.2. Reliability Analysis of the Questionnaire

In order to effectively guarantee the reliability and stability of the questionnaires we have tested, we first need to calculate the variance of the results of the questionnaires that have been returned, and then we use the “half-half reliability” method to measure it which is a method of testing results. All questionnaires that have been successfully recovered are considered reliability tests. Using formula (1), we can calculate the relevant reliability coefficient of the questionnaire. After halving, we can calculate the correlation coefficient between the questionnaires, the value of which is r = 0.883. When the test accuracy rate reaches 0.80 or more in this process, it is completely certain that this process is actually a relatively high-quality process. The survey results after the assessment show the accuracy of this questionnaire survey and its actual reliability.(1)rSB=2rhh1+rhh,r=21−Sa2+Sb2Sx2.Here,Sa2andSb2 represents the variance of the test scores of the two halves and r is the reliability value.


## 4. Discussion

### 4.1. Satisfaction Analysis

Learners’ evaluation of learning outcomes is mainly based on satisfaction and motivation. From the aspect of satisfaction, we can see changes in students’ learning attitudes. After assisting college English teaching through online platforms, do students like this flexible and convenient way of learning? Whether students are willing to share learning resources, whether students want to participate in interactive English learning, and so on (Table1).Table 1
Satisfaction percentage.
Very much agree (%)Agree (%)Generally (%)Disagree (%)Strongly disagree (%)Convenient learning method68.6528.273.0800Ability to share learning resources68.6524.027.3300Learning is fun and not boring61.532.253.230Like to conduct CL through online platforms55.2536.428.3300I like the overall feeling of learning5034.337.3320Make learning more positive55.2536.428.3300From Table1 and Figure 2, it appears that most students prefer to use online platforms for collaborative English learning. 96.92% of students like online learning, which is a flexible and convenient way of learning English. In addition, most students are satisfied with the sharing of learning resources, their perception of learning materials, and their learning attitude, indicating that students are willing to share learning resources such as learning materials and learning methods.Figure 2
Satisfaction percentage.


### 4.2. Interaction Situation

#### 4.2.1. Teacher-Student Interaction

It can be seen from Table2 and Figure 3 that 76.08% and 71.92% of those who strongly agree with getting timely feedback from teachers, respectively, indicate that the average person only accounts for 6.25%. These data indicate some remorse. Learners who speak in the classroom can further interact with the teacher through online learning interactions, and most of the students believe that they have received timely feedback. The data show that 71.92% of “strongly agree” can indirectly explain the degree of teacher-student interaction. Regarding the sharing of learning resources and interaction, it can be concluded from the chart that 69.83% of learners expressed benefit. Finally, the online platform makes the English learning communication with teachers closer. 65.67% said they strongly agree, and 26% said they agree. These data directly show the improvement of teacher-student interaction (Table 2).Table 2
Teacher-student interaction percentage.
Very much agree (%)Agree (%)Generally (%)Disagree (%)Strongly disagree (%)Timely feedback from the teacher76.0817.676.2500Feedback information is useful from the teacher71.9221.834.220Get a fair evaluation from the teacher71.9223.924.200Interactive learning resources from the teacher69.8323.924.220English learning and communication become closer from the teacher65.67268.3300Figure 3
Teacher-student interaction percentage.


#### 4.2.2. Interaction among Students

Table3 and Figure 4 show that 44.83% and 51.08% expressed their much satisfied agreement to obtain timely and useful feedback from their peers, respectively, and 42.67% and 40.58% expressed their agreement, respectively, that it was timely and useful. Feedback information can effectively promote interaction with peers. Among the learning resource interactions that can be achieved with peers, 55.25% of students agree very much and 36.42% of students agree, but 2% of students disagree, which is a better description of the degree of interaction between students. 12.42% of the students who did not agree with the opinions were slightly higher than other topics, but it was only a minority of students’ ideas. Finally, with regard to the changes in the degree of closeness of learning and communication between online platforms and peers, 51.08% of students strongly agree and 34.33% of students agree. Intuitive data show that student-student interaction through online platform collaboration has become closer (Table 3).Table 3
Percentage of student-to-student interaction.
Very much agree (%)Agree (%)Generally (%)Disagree (%)Strongly disagree (%)Timely feedback from classmates44.8342.679.333.20Useful feedback from classmates51.0840.588.3300Interact with classmates in learning resources55.2536.425.2520Get pertinent comments from classmates51.0836.429.4230Closer communication with classmates in English learning51.0834.3311.530Figure 4
Percentage of student-to-student interaction.


## 4.1. Satisfaction Analysis

Learners’ evaluation of learning outcomes is mainly based on satisfaction and motivation. From the aspect of satisfaction, we can see changes in students’ learning attitudes. After assisting college English teaching through online platforms, do students like this flexible and convenient way of learning? Whether students are willing to share learning resources, whether students want to participate in interactive English learning, and so on (Table1).Table 1
Satisfaction percentage.
Very much agree (%)Agree (%)Generally (%)Disagree (%)Strongly disagree (%)Convenient learning method68.6528.273.0800Ability to share learning resources68.6524.027.3300Learning is fun and not boring61.532.253.230Like to conduct CL through online platforms55.2536.428.3300I like the overall feeling of learning5034.337.3320Make learning more positive55.2536.428.3300From Table1 and Figure 2, it appears that most students prefer to use online platforms for collaborative English learning. 96.92% of students like online learning, which is a flexible and convenient way of learning English. In addition, most students are satisfied with the sharing of learning resources, their perception of learning materials, and their learning attitude, indicating that students are willing to share learning resources such as learning materials and learning methods.Figure 2
Satisfaction percentage.


## 4.2. Interaction Situation

### 4.2.1. Teacher-Student Interaction

It can be seen from Table2 and Figure 3 that 76.08% and 71.92% of those who strongly agree with getting timely feedback from teachers, respectively, indicate that the average person only accounts for 6.25%. These data indicate some remorse. Learners who speak in the classroom can further interact with the teacher through online learning interactions, and most of the students believe that they have received timely feedback. The data show that 71.92% of “strongly agree” can indirectly explain the degree of teacher-student interaction. Regarding the sharing of learning resources and interaction, it can be concluded from the chart that 69.83% of learners expressed benefit. Finally, the online platform makes the English learning communication with teachers closer. 65.67% said they strongly agree, and 26% said they agree. These data directly show the improvement of teacher-student interaction (Table 2).Table 2
Teacher-student interaction percentage.
Very much agree (%)Agree (%)Generally (%)Disagree (%)Strongly disagree (%)Timely feedback from the teacher76.0817.676.2500Feedback information is useful from the teacher71.9221.834.220Get a fair evaluation from the teacher71.9223.924.200Interactive learning resources from the teacher69.8323.924.220English learning and communication become closer from the teacher65.67268.3300Figure 3
Teacher-student interaction percentage.


### 4.2.2. Interaction among Students

Table3 and Figure 4 show that 44.83% and 51.08% expressed their much satisfied agreement to obtain timely and useful feedback from their peers, respectively, and 42.67% and 40.58% expressed their agreement, respectively, that it was timely and useful. Feedback information can effectively promote interaction with peers. Among the learning resource interactions that can be achieved with peers, 55.25% of students agree very much and 36.42% of students agree, but 2% of students disagree, which is a better description of the degree of interaction between students. 12.42% of the students who did not agree with the opinions were slightly higher than other topics, but it was only a minority of students’ ideas. Finally, with regard to the changes in the degree of closeness of learning and communication between online platforms and peers, 51.08% of students strongly agree and 34.33% of students agree. Intuitive data show that student-student interaction through online platform collaboration has become closer (Table 3).Table 3
Percentage of student-to-student interaction.
Very much agree (%)Agree (%)Generally (%)Disagree (%)Strongly disagree (%)Timely feedback from classmates44.8342.679.333.20Useful feedback from classmates51.0840.588.3300Interact with classmates in learning resources55.2536.425.2520Get pertinent comments from classmates51.0836.429.4230Closer communication with classmates in English learning51.0834.3311.530Figure 4
Percentage of student-to-student interaction.


## 4.2.1. Teacher-Student Interaction

It can be seen from Table2 and Figure 3 that 76.08% and 71.92% of those who strongly agree with getting timely feedback from teachers, respectively, indicate that the average person only accounts for 6.25%. These data indicate some remorse. Learners who speak in the classroom can further interact with the teacher through online learning interactions, and most of the students believe that they have received timely feedback. The data show that 71.92% of “strongly agree” can indirectly explain the degree of teacher-student interaction. Regarding the sharing of learning resources and interaction, it can be concluded from the chart that 69.83% of learners expressed benefit. Finally, the online platform makes the English learning communication with teachers closer. 65.67% said they strongly agree, and 26% said they agree. These data directly show the improvement of teacher-student interaction (Table 2).Table 2
Teacher-student interaction percentage.
Very much agree (%)Agree (%)Generally (%)Disagree (%)Strongly disagree (%)Timely feedback from the teacher76.0817.676.2500Feedback information is useful from the teacher71.9221.834.220Get a fair evaluation from the teacher71.9223.924.200Interactive learning resources from the teacher69.8323.924.220English learning and communication become closer from the teacher65.67268.3300Figure 3
Teacher-student interaction percentage.


## 4.2.2. Interaction among Students

Table3 and Figure 4 show that 44.83% and 51.08% expressed their much satisfied agreement to obtain timely and useful feedback from their peers, respectively, and 42.67% and 40.58% expressed their agreement, respectively, that it was timely and useful. Feedback information can effectively promote interaction with peers. Among the learning resource interactions that can be achieved with peers, 55.25% of students agree very much and 36.42% of students agree, but 2% of students disagree, which is a better description of the degree of interaction between students. 12.42% of the students who did not agree with the opinions were slightly higher than other topics, but it was only a minority of students’ ideas. Finally, with regard to the changes in the degree of closeness of learning and communication between online platforms and peers, 51.08% of students strongly agree and 34.33% of students agree. Intuitive data show that student-student interaction through online platform collaboration has become closer (Table 3).Table 3
Percentage of student-to-student interaction.
Very much agree (%)Agree (%)Generally (%)Disagree (%)Strongly disagree (%)Timely feedback from classmates44.8342.679.333.20Useful feedback from classmates51.0840.588.3300Interact with classmates in learning resources55.2536.425.2520Get pertinent comments from classmates51.0836.429.4230Closer communication with classmates in English learning51.0834.3311.530Figure 4
Percentage of student-to-student interaction.


## 5. Conclusions

With the rapid development of modern educational technology, collaborative learning in the online environment has attracted much attention and its evaluation problem has become increasingly prominent. This article explores the interactive effect evaluation method of CL with the help of online environment, realizes the diversification of evaluation subjects and evaluation content, and evaluates the teaching evaluation method of teacher-student interaction, student-student interaction, and timely feedback. In this way, the effectiveness of CL can be improved through learning evaluation, and the overall development of learners can be promoted, so as to demonstrate the people-oriented educational concept and the educational concept of developmental evaluation.



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*Source: 2049541-2022-03-23.xml*