Empirical Investigation and Analysis of Learner Learning Effectiveness in Open Education Online and Offline Teaching in the Digital Age

Abstract

With the rapid development and popularization of Internet technology, offline teaching in the age of digital intelligence has gradually become an important part of the education field, which together with traditional offline teaching forms a diversified teaching model. Study aims to provide useful references for educators through comparative analysis, in order to better combine the advantages of two teaching modes and improve learners' learning outcomes. At the same time, the study focuses on the psychological anxiety of open education learners in the process of online learning. Through empirical investigation and analysis, the impact of learning anxiety on online learning effectiveness is revealed, and the relationship between anxiety and learning behavior is explored. This study conducts an in-depth comparative analysis of the learning outcomes of online and offline teaching from the perspective of open education in the digital age. The research results show that online teaching exhibits significant advantages in flexibility, resource diversity, and personalized learning. Learners can learn anytime, anywhere without being limited by time and space, and the teaching resources are rich and diverse, which can meet the personalized needs of different learners. However, online teaching also has some shortcomings, such as insufficient teacher-student interaction, high demands for learner self-discipline, and relatively weak learning atmosphere, which may to some extent affect learning outcomes.