Research on Fragmentation Learning of College Students in the Internet Age

DOI

10.2991/cesses-19.2019.46How to use a DOI?

Keywords

Internet; college students; fragmentation learning; systematic learning

Abstract

In the context of the rapid development of the Internet, fragmentation learning has used the developed Internet technology to attract the attention of college students. With such a trend and background, experts in the education and related fields seize this opportunity to fragment knowledge and facilitate the initial understanding and learning of relevant fields. Fragmentation learning has the advantages of high flexibility, content keeping up with the trend of the times, easy to enhance students' interest in learning, reducing the psychological burden of college students' learning, and helping students develop the habit of lifelong learning. Viewing from another point, fragmentation knowledge also has the following problems: the same fragmentation of knowledge is not conducive to system learning; network information is not well-defined, difficult to distinguish; thinking is not coherent, and attention is easy to disperse. The final destination of fragmentation is still systematic, and the status of fragmentation is always a useful complement to systematic and formal learning. Therefore, in order to make full use of fragmentation, it is necessary to accumulate, classify and fuse fragmentation knowledge.

Copyright

© 2019, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Xiangxiu Wang
AU  - Yawen Zhang
PY  - 2019/10
DA  - 2019/10
TI  - Research on Fragmentation Learning of College Students in the Internet Age
BT  - Proceedings of the 2nd International Conference on Contemporary Education, Social Sciences and Ecological Studies (CESSES 2019)
PB  - Atlantis Press
SP  - 192
EP  - 196
SN  - 2352-5398
UR  - https://doi.org/10.2991/cesses-19.2019.46
DO  - 10.2991/cesses-19.2019.46
ID  - Wang2019/10
ER  -