Research on the Development Path of Science Students' Online Learning Autonomy——An empirical analysis based on the information processing theory of learning

Based on the theoretical framework of information processing learning theory and technology acceptance model, this paper constructs a research model on the development path of students' online learning autonomy, and empirically analyzes the survey results of 27176 science students in 334 colleges and universities across China. Studies the influence and path of technical support, teaching preparation, and learning feedback on the online learning autonomy of science students. The results showed that the overall evaluation of online teaching by science students was not high. The three factors of technical support, teaching preparation, and learning feedback have a significant positive impact on the autonomy of science students' online learning. Teaching preparation is the most critical factor affecting the autonomy of science students in online learning. Technical support mainly affects the autonomy of science students' online learning through the mediating path of teaching preparation. Learning feedback has little impact on the autonomy of science students in online learning. According to the research conclusions, it is proposed to actively develop new technologies, innovate education and teaching models, and promote the reform of education management system. Carrying out online teaching training for teachers, optimizing teachers' teaching dominance, and promoting students' learning subjectivity are two ways to improve the autonomy of science students' online learning.