The development of current online courses increasingly emphasizes practical application and learning outcomes. Deep learning serves as a core strategy for effectively addressing the inherent challenges of online education and fostering students' higher-order cognitive abilities. Deep learning aims to cultivate advanced critical thinking, with its necessity arising from the need to analyze and solve complex problems. It is characterized by the following features: a deep engagement with the learning context, which can be transferred and applied to address novel and complex problems; an emphasis on the integration and construction of knowledge to generate new understanding and cognitive frameworks; a reliance on critical thinking grounded in comprehension; and an intrinsic motivation derived from self-directed and active learning driven by personal needs and goals. The exploration of approaches and strategies for implementing deep learning in online courses will constitute a central and challenging focus for future research in online education. To establish an effective deep learning framework within online courses, attention should be given to the dynamic development of deep learning resources, the design of instruction centered on knowledge construction and transfer, the collaborative development of presence within deep learning virtual communities, encompassing teaching presence, social presence, and cognitive presence, and further explore the multi-dimensional and full-process evaluation behaviors associated with deep learning.
| Published in | Science Journal of Education (Volume 13, Issue 5) |
| DOI | 10.11648/j.sjedu.20251305.13 |
| Page(s) | 174-178 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2025. Published by Science Publishing Group |
Online Courses, Deep Learning, Critical Thinking
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APA Style
Juan, T. (2025). Research on Deep Learning Strategies Based on Online Courses. Science Journal of Education, 13(5), 174-178. https://doi.org/10.11648/j.sjedu.20251305.13
ACS Style
Juan, T. Research on Deep Learning Strategies Based on Online Courses. Sci. J. Educ. 2025, 13(5), 174-178. doi: 10.11648/j.sjedu.20251305.13
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Download@article{10.11648/j.sjedu.20251305.13,
author = {Tian Juan},
title = {Research on Deep Learning Strategies Based on Online Courses
},
journal = {Science Journal of Education},
volume = {13},
number = {5},
pages = {174-178},
doi = {10.11648/j.sjedu.20251305.13},
url = {https://doi.org/10.11648/j.sjedu.20251305.13},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.sjedu.20251305.13},
abstract = {The development of current online courses increasingly emphasizes practical application and learning outcomes. Deep learning serves as a core strategy for effectively addressing the inherent challenges of online education and fostering students' higher-order cognitive abilities. Deep learning aims to cultivate advanced critical thinking, with its necessity arising from the need to analyze and solve complex problems. It is characterized by the following features: a deep engagement with the learning context, which can be transferred and applied to address novel and complex problems; an emphasis on the integration and construction of knowledge to generate new understanding and cognitive frameworks; a reliance on critical thinking grounded in comprehension; and an intrinsic motivation derived from self-directed and active learning driven by personal needs and goals. The exploration of approaches and strategies for implementing deep learning in online courses will constitute a central and challenging focus for future research in online education. To establish an effective deep learning framework within online courses, attention should be given to the dynamic development of deep learning resources, the design of instruction centered on knowledge construction and transfer, the collaborative development of presence within deep learning virtual communities, encompassing teaching presence, social presence, and cognitive presence, and further explore the multi-dimensional and full-process evaluation behaviors associated with deep learning.
},
year = {2025}
}
TY - JOUR T1 - Research on Deep Learning Strategies Based on Online Courses AU - Tian Juan Y1 - 2025/10/30 PY - 2025 N1 - https://doi.org/10.11648/j.sjedu.20251305.13 DO - 10.11648/j.sjedu.20251305.13 T2 - Science Journal of Education JF - Science Journal of Education JO - Science Journal of Education SP - 174 EP - 178 PB - Science Publishing Group SN - 2329-0897 UR - https://doi.org/10.11648/j.sjedu.20251305.13 AB - The development of current online courses increasingly emphasizes practical application and learning outcomes. Deep learning serves as a core strategy for effectively addressing the inherent challenges of online education and fostering students' higher-order cognitive abilities. Deep learning aims to cultivate advanced critical thinking, with its necessity arising from the need to analyze and solve complex problems. It is characterized by the following features: a deep engagement with the learning context, which can be transferred and applied to address novel and complex problems; an emphasis on the integration and construction of knowledge to generate new understanding and cognitive frameworks; a reliance on critical thinking grounded in comprehension; and an intrinsic motivation derived from self-directed and active learning driven by personal needs and goals. The exploration of approaches and strategies for implementing deep learning in online courses will constitute a central and challenging focus for future research in online education. To establish an effective deep learning framework within online courses, attention should be given to the dynamic development of deep learning resources, the design of instruction centered on knowledge construction and transfer, the collaborative development of presence within deep learning virtual communities, encompassing teaching presence, social presence, and cognitive presence, and further explore the multi-dimensional and full-process evaluation behaviors associated with deep learning. VL - 13 IS - 5 ER -
College of Basic Education, Changsha Aeronautical Vocational and Technical College, Changsha, China
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