Learning Strategies and Effects of Distance Education in China

This study investigated the relationship between learn-ing strategies and learning outcomes among distance education learners, aiming to provide insights and rec-ommendations for enhancing teaching quality and im-proving learners’ academic performance. Adopting a descriptive research design, the study collected data through questionnaires and semi-structured interviews. The questionnaire utilized a validated learning strategy and learning outcome scale, while the interviews delved into learners’ experiences and perceptions. The research focused on registered learners from a distance education platform. A total of 309 participants were se-lected using a stratified random sampling method, and the data were analyzed using SPSS-28 software. The learning outcomes were notably lower compared to traditional education methods. Learners often exhibit weak subjective cognition, low interest in learning, limited autonomous learning ability, inadequate coop-erative communication skills, and poor will power. Based on these findings, the study offers the following optimization suggestions: Educational institutions may provide learning strategies to help learners effectively master and apply them. Distance education platforms may enhance functional designs by incorporating tools to support learning strategies, such as time manage-ment features, learning resource recommendations, and online collaboration functionalities. Personalized learning support and guidance tailored to learners’ backgrounds and needs to improve overall learning outcomes.