Educational Management Strategies and Learning Effectiveness Enhancement of Information Technology Integration in Open Education Informatization Reforms

Information technology is an indispensable part of today’s social development, which greatly affects our life, work and learning. In education and teaching, information technology is also playing an increasingly important role. Education informatization is a new education model combining information technology and education [1-4]. It uses information technology to provide educational resources, promote teachers’ and students’ learning and teaching effectiveness, enhance the quality and equity of education, and achieve the goal of education modernization [5-7]. And information technology education management refers to the use of information technology means and strategies to improve the effectiveness of education and teaching and management effectiveness. In the context of today’s informationized society, information technology has become an important tool for education management, which can help teachers to better carry out classroom teaching and management [8-11].

In the traditional teaching mode, the communication between teachers and students is usually unidirectional, and it is difficult for students to ask questions or interact with teachers in the classroom. The integration of information technology can break this limitation [12-14]. The integration of information technology into teaching plays an important role in enhancing learning. It can provide students with rich learning resources, diversified learning methods, and promote the implementation of personalized education [15-17]. At the same time, information technology can also enhance the real-time and interactive teaching practice. In the context of the development of information technology, the field of education needs to constantly try to innovate [18-20], make full use of the advantages of information technology, and make education more efficient, flexible and interesting. The integration of information technology into teaching is not only a trend, but also an inevitable choice for the development of education [21-23].

This paper integrates informatization technology with education management, and provides a strategy for informatization reform in open education in three aspects. Using the Internet platform and advanced communication technology, it deeply integrates modern technology to optimize the informatization of business processes in course selection and examination management. Through the AHP-fuzzy comprehensive evaluation method, the education management supervision and evaluation system is reconstructed to reflect the efficiency of education information technology activities and the implementation effect in a timely manner. Conduct an empirical study on the performance of educational management information technology at X university and identify specific problems to improve the performance of educational information technology. By summarizing and organizing the data collected from the questionnaire, the impact of education technology on students’ learning effectiveness is explored.

2

Reform Strategy of Open Education Informatization

2.1

Information-based education management

Traditional education management centers on character and function, and the tasks and functions of the organization are decomposed horizontally and vertically, creating a pyramid-like institutional system. According to the principle of functional division of labor, the result is that colleges and universities divide the activities of academic management into independent posts according to teaching plan, academic record, examination, results, teaching and research, and evaluation, forming an obvious departmentalization.

With the development of the cause of open education, the construction of a new education and education management mode that adapts to the needs of the society and conforms to the concept of lifelong education has become an important topic that the relevant managers must pay attention to and solve. The following section discusses three aspects of the construction of informatization management team, optimization of informatization resources, and pace of informatization reform, and analyzes the development of the informatization of the education management of open education. 1)

The team construction of open education education management informatization is conducive to promoting the further development of open education education management informatization. It is not only necessary to increase the learning of informationization theory in the education management team, change the concept of education management, create a good learning environment, and improve the management quality of education managers. It is also necessary to strengthen the professional and technical training of education management personnel and improve their management skills.

2)

The informatization of open education education management needs to do a good job of optimizing management resources, prompting the continuous optimization of education management resources, and enhancing management efficiency. National open education education management is not only the management of the teaching process, but also the management of teaching resources. The informatization perspective here refers to the situation based on the diversification of information dissemination channels, taking the network conditions as the base, discovering new ways of teaching information dissemination as well as the relationship of teaching information transmission, and mainly researching the issue that in today’s networked and informatized environment, the educational media and teaching means of open education should be diversified along with it.

It is not impossible to “visualize” classroom teaching resources. A variety of multimedia courseware resources and non-media resources produced through various teaching media can be integrated into the MOOC teaching platform. The resources of any course - whether documents, forms, charts, questionnaires, tests or multimedia courseware, or audio and video resources - can be displayed through the MOOC platform. It can be seen that through the application of this teaching platform, fragmented knowledge points can be systematized, so that it will be integrated into a logical, interesting and interactive learning platform for teaching resources. Thus, offline learning can be transferred to online, students experience a new mode of learning - this mode subverts the traditional teaching “format”, no longer subject to the limitations of time and space. In this way, it is convenient for learners to learn, but also convenient for the maintenance and management of the learning platform.

3)

The reform of open education education management informatization is the inevitable requirement of the current social development, the national open education education management informatization is facing a new situation and mission, which needs to be reformed and innovated, the education management informatization is an important content of the national open education informatization construction, and the pace of the reform of the education management should be continuously promoted in the construction and development.

2.2

Objectives and ideas of informatization of business processes in education management

The goal and idea of informatization of education management process are shown in Fig. 1, which is summarized as the optimization of informationization of education management in the aspects of course selection business process, examination management business process, grade management business process, student registration management business process and graduation auditing and management business process, so as to satisfy the diversified needs of the majority of teachers and students in open education, improve the level of education management work, and provide a more solid guarantee for the goal of improving the quality of talent cultivation of the university. Provide a more solid guarantee.

3

Methodology for evaluating the performance of informatization in education

3.1

Hierarchical analysis evaluation system

The academic management process, after research and diagnosis, process analysis, and informationization, cannot be fully implemented directly. In order to improve the success rate of process implementation and reduce the huge risk of new process improvement to school management, it is necessary to evaluate the performance of the new process after the informatization, to reach good or satisfactory to enter the implementation stage, and ultimately achieve the goal of management process informatization.

The specific steps of using hierarchical analysis to establish the evaluation system are as follows: 1)

Establish the hierarchical structure of the problem

Split a complex problem into multiple components and further divide it into multiple different levels according to the logical association and subordination between these elements. Determining the position each of these elements occupies in the total system according to certain criteria and making them interrelated to form a whole forms a hierarchical way of thinking. Usually, the hierarchical structure can be divided into three parts: the goal level, i.e. the decision-making goal level. The middle layer, which is also known as the guideline layer. The bottom level, the implementation or operational level, is the most basic level and is also known as the program level. The objective layer is the most desirable goal that the program is attempting to accomplish. The norms layer is the norms that should be followed in order to achieve a certain purpose. The program layer is the lowest level and is the option to meet the normative needs and achieve the purpose.

2)

Constructing a judgment matrix for two-by-two comparisons

This step is designed to deal with comparisons between factors. The method can also be used in other multi-factor comprehensive evaluations. That is, the relative importance of any two factors at the same level is assessed and compared. All factors fall under qualitative evaluation criteria, while quantitative evaluation criteria perform better in terms of accuracy, intuition, and persuasiveness.

3)

Calculation of weights and consistency test for each program-level factor under a single criterion

Specifically, the factors of the program layer are compared two by two, the judgment matrix is constructed, its eigenvalues are calculated, and then the importance weight ranking of the program layer relative to the corresponding single criterion layer is derived through normalization. It is worth noting that. In order to ensure the togetherness and rationality of the judgment matrix, a consistency test is required. The mainstream methods for calculating the eigenvectors of judgment matrices are the sum-product method and the square-root method, and the sum-product method is used here for calculation.

First, each column of the judgment matrix A is normalized by Equation (1) to obtain ${\bar{α}}_{x y}$ : 1 $α_{x y}^{-} = \frac{α_{x y}}{\sum_{p = 1}^{n} α_{k y}}, x = 1, 2, \dots, n, y = 1, 2, 3, \dots, n$

Next, ${\bar{α}}_{x y}$ is summed according to equation (2) to obtain matrix W_xy: 2 $W_{x y} = \sum_{x = 1}^{n} {\bar{α}}_{x y}; x = 1, 2, \dots, n$

Third, applying equation (3) to normalize W_xy to obtain W_x, the weight: 3 $W_{x} = \frac{W_{x y}}{W_{y}}$ 4 $λ_{\max} = \frac{1}{n} \sum_{x = 1}^{n} \frac{{(A_{w})}_{x}}{W_{x}}$

Fourth, the following formula (4) is applied to calculate the maximum eigenvalue λ_max. Fifth, the consistency test is performed using formula (5) to calculate the CR: 5 $C R = \frac{C I}{R I}, C I = \frac{λ_{\max} - n}{n - 1}$ 4)

Calculate and rank the total weight of each factor of the program layer with respect to the target layer.

Considering the importance weight of each factor of the guideline layer to the decision layer as a₁, a₂, a₃…..a_n, the importance ranking of each factor of the program layer to the corresponding guideline layer is W_1y, W_2y, W_3y…..W_xy, and the importance ranking of each factor of the program layer to the target layer (total ranking weight) is shown in equation (6): 6 $\sum_{y = 1}^{x} α_{y} W_{x y}$

3.2

Fuzzy integrated evaluation method process

The preliminary steps in using the fuzzy comprehensive evaluation method involve determining the set of factors (i.e., the set of evaluation indicators) and the evaluation level (i.e., the set of comments on each indicator) of the object to be evaluated. The first step involves obtaining multiple evaluative information through expert flavoring, then processing this information to obtain the corresponding data set, and finally calculating the weight of each factor in the total objective using hierarchical analysis. In the second step, an affiliation matrix needs to be constructed and the corresponding weights are assigned to it, based on which the final result, the fuzzy judgment matrix, is calculated. This means that after obtaining the evaluation set of all the individual factors, a comprehensive evaluation matrix is constructed and the weights of each factor are determined according to their respective roles in the “Evaluation Objective”. In the last step, the final fuzzy value was calculated using fuzzy mathematics theory. This leads to the overall result of the question. In performing the third step, we used the fuzzy synthesis technique and the key to this stage is to combine the hierarchical analysis method with the fuzzy synthesis evaluation method and to evaluate it in a deep and quantitative way.

The following are the detailed steps of the fuzzy synthesis evaluation method:

Step 1: Establish the factor set and rubric set.

The factor set in this paper represents n evaluation indicators in the internal control of H university: 7 $U = {u_{1}, u_{2}, \dots u_{n}}$

Comment set V = {v₁, v₂, ⋯v_m} is the five evaluation indicators set by this paper, which are “excellent”, “good”, “moderate”, “pass” and “poor”. For the four grades, five grade coefficients of 1.0, 0.9, 0.6, 0.4 and 0.2 were given.

Step 2: Determine the evaluation matrix and weight vectors for the evaluation factors.

For each evaluation factor u_i, a one-factor evaluation is implemented: 8 $r_{i} = (r_{i 1}, r_{i 2^{'}} \dots, r_{i m})$ 9 $r_{i j} (0 \leq r_{i j} \leq 1)$

Denotes the judgment made by v_j on factor u_i, resulting in a one-factor evaluation matrix R: 10 $R = {(r_{i j})}_{n \times m} = [\begin{matrix} r_{11} & r_{12} & r_{13} & \dots & r_{1 m} \\ r_{21} & r_{22} & r_{23} & \dots & r_{2 m} \\ r_{31} & r_{32} & r_{33} & \dots & r_{3 m} \\ ⋮ & ⋮ & ⋮ & ⋱ & ⋮ \\ r_{n 1} & r_{n 2} & r_{n 3} & \dots & r_{n m} \end{matrix}]$

In this paper, we will define the weights of different evaluation indicators in the effectiveness of internal control according to the different degree of influence of each evaluation factor on the evaluation object, and utilize the hierarchical analysis method to determine the weights of each indicator. The weight factor is to assign a total value to the information represented by all evaluation factors and make it computable, so that the weight value can reflect the importance of the whole system or part of the elements for the overall performance.

Step 3: Synthesize the vector based on the evaluation matrix and weights for fuzzy evaluation.

4

Educational management strategies and learning outcomes

4.1

Evaluation of Education Management Informatization

In this paper, the development of education informatics and related research data were collected using a questionnaire survey and interview analysis method with students of X university as the research object in the research process. The field survey distributed 160 paper questionnaires, and 124 valid questionnaires were recovered.

Based on the needs of information technology management team construction, information technology resource optimization, information technology reform, comprehensive related literature, this paper builds a system of information technology in education management, and through hierarchical analysis to obtain its weight results as shown in Table 1. It contains 5 first-level indicators and 10 second-level indicators.

Table 1.

Education information performance evaluation evaluation score

Primary indicator	Secondary indicator	Main observation point	Assessment score
Construction of school information infrastructure	Informationization teaching equipment(15)	The quantity and quality of multi-body equipment such as multimedia classroom, projector and projector	15
Construction of school information infrastructure	Campus network usage(10)	Campus network coverage, remote education equipment quantity and quality, school website construction and page update speed	9
The ability of the teacher information technology of the subject	Information technology and discipline integration(10)	The application of information technology in the science of science and education (e.g. application resource enrichment teaching; information technology and discipline education organic fusion, etc.	6
	Information technology knowledge and application(15)	The teacher USES the Internet in addition to the information technology outside the classroom	13.5
The construction of the library	Information teaching resources(10)	The quality and quantity of the resources, the adaptability of the resources to the teachers and students, the use of the resource rate for the teachers’ preparation, the teaching of the teaching presentation and the utilization of resource learning	9
The construction of the library	Course resource achievement(10)	Teachers’ multimedia courseware awards, teachers use resources and curriculum to integrate the winners in open classes	6
Organization and management	Organization and management(8)	The establishment and management level of informationization institutions, the regulations of informationization management and its execution	4.8
Organization and management	Financial protection(7)	The cost of education information is a proportion of the overall education fund	6.3
School management informationization	Information management system(8)	Whether the information management system is perfect, whether it includes teachers, students, managers	4.8
School management informationization	Informatization manager(7)	The establishment and operation of informationization institutions, the management thought and measures in the operation of the organization	4.2
Total	100		78.6

By multiplying the score of the secondary indicators by the corresponding grade coefficient and summing up, the final score of X university is 78.6, which is at a good level. The specific problems of education informatization reflected in the scores calculated by the assessment scale are basically consistent with the specific status and problems obtained from the field research on education informatization of X university in the previous article. Based on the measurement scale judgment, it can be clearly seen that there are current problems and directions for improvement in the informatization education and management of X college. Through quantification, it is possible to systematically test the results of the school’s informatization development and to comprehensively summarize the causes of the problems based on the systematic analysis of the performance management assessment objectives, and to formulate a more comprehensive and operational improvement method based on the control analysis of the results and objectives. On the other hand, through the detailed analysis of the evaluation form, it can also make the next step of the school’s development goals in information technology more clear, and then let the positive incentive effect of the education platform be maximized, so that the school’s education and teaching from performance evaluation to performance management to achieve the leap and enhancement, and then realize the school’s informatization of teaching development. To sum up, in the first level indicator of “school informationization infrastructure construction”, through the field investigation and research on X college, it is found that X college has good hardware facilities and the number of hardware equipment fully meets the requirements, but it lacks effective network security equipment. Therefore, in the “information-based teaching equipment” in the secondary indicators in the “excellent” grade, its grade coefficient is 1.0, because the value of the secondary indicators accounted for 15 points, so this part of the X University score is 15 * 1.0 = 15 points. In the secondary indicator of “campus network utilization”, it is in the grade of “good”, and its grade coefficient is 0.9. Since the value of this secondary indicator is 10 points, the score of this part of the X-University is 10*0.9=9 points.

To sum up, the total score of University X in “School Informationization Infrastructure Construction” is 24 points. It can be seen that the process of education informatization of the school can already meet the needs of students’ education, however, due to the continuous development of science and technology, the speed of updating of informatization education is also very fast, so the construction of the school’s network security part needs to be updated all the time. In recent years, the school has continuously strengthened the hardware construction of education informatization, and also pays more attention to the construction of information network platform, informatization talent team and network education resources. However, the construction project for general high school education information technology is very large and needs to be carried out step by step. The relevant survey data of the first secondary school in Tai’an City shows that although the construction of education informatization has achieved certain results, there are still some more prominent problems in the process of education informatization, which are specifically manifested as follows:

The school’s campus network has security risks. There are drawbacks in the integration of information technology and classroom teaching. The rate at which information technology teaching resources are utilized is low. Lack of incentive mechanism based on performance appraisal. Poor system compatibility of the information management platform. Suggestions for promoting the performance of computer education in general high school education: safeguarding school network information security. Improve teachers’ ability to integrate information technology and subjects. Improve the utilization rate of school information technology teaching resources. Improve the incentive mechanism based on performance appraisal. Improve the efficiency of the informationization management system.

4.2

Analysis of Learning Effect of Educational Informatization

4.2.1

Descriptive Statistics of Learning Effectiveness of Educational Informatics

This part of the X college students as the research object, randomly selected college students as the initial test of the research object, through the network distribution of questionnaires in the form of the scale to test, a total of 330 questionnaires issued, the recovery of 330 questionnaires, the recovery rate of 100%. The data collected from the questionnaires were summarized and organized, and SPSS26.0 statistical measurement software was used to analyze the learning effect of educational information technology and to find out problems associated with it.

This part of the study uses descriptive statistics to describe the minimum, maximum, mean and standard deviation of the five dimensions of “learning interest and engagement”, “theoretical knowledge”, “practical skills”, “emotional attitudes and values”, and “comprehensive business quality”, as follows:

This scale utilizes a five-point Likert scale, which is generally bounded by a mean score of 3. If the score is greater than 3 and between 4-5, the score is said to be high. If the score is less than 3, between 1-2, the score is said to be low. The results of the survey are shown in Figure 2, and we can find that: the overall mean score of the Learning Effectiveness Scale is at 3.31, which is in the middle of the scale, indicating that the current students are learning well. Specifically, we find that the dimensions of “interest and commitment to learning” and “affective attitudes and values” are higher than the overall mean. However, the dimensions of “theoretical knowledge”, “practical skills” and “general business quality” are lower than the overall average. Therefore, it is easy to infer that online learning courses are relatively more effective at the theoretical level and at the affective-attitudinal level.

As shown in Table 2, the above studies found that there were no significant differences between male and female students in the dimensions of “learning interest and engagement”, “practical skills”, “emotional attitudes and values”, and “comprehensive business quality” (P<0.05), but there were significant differences between different genders in the dimension of “theoretical learning” (P<0.05), and the scores of female students were significantly higher than those of male students. At the level of “theoretical learning”, girls were significantly better than boys, indicating that girls were more serious in listening to lectures, interacting in class, and doing homework after class in online learning, and had better learning performance.

Table 2.

The online learning effect was analyzed in different gender

Dimension	Gender	Case number	Mean	Standard deviation	T	P
Learning interests and inputs	Male	147	3.60	0.93	-0.142	0.894
Learning interests and inputs	Female	183	3.61	0.90	-0.142	0.894
Theoretical knowledge	Male	147	2.95	0.94	-2.775	0.007
Theoretical knowledge	Female	183	3.20	1.04	-2.775	0.007
Practical skill	Male	147	2.84	0.96	-1.328	0.196
Practical skill	Female	183	2.96	1.02	-1.328	0.196
Emotions and values	Male	147	3.70	0.97	-0.98	0.345
Emotions and values	Female	183	3.82	0.92	-0.98	0.345
Comprehensive business quality	Male	147	2.84	1.30	-1.002	0.320
Comprehensive business quality	Female	183	3.02	1.29	-1.002	0.320

As shown in Table 3, the above studies found that there were no significant differences in the two dimensions of “practical skills” and “emotional attitudes and values” among students in different regions (P<0.05), but there were significant differences in the three dimensions of “learning interest and engagement”, “theoretical learning” and “comprehensive business quality” (P<0.05), and the scores in urban areas were significantly higher than those in rural areas. It can be seen that there is a clear gap between urban and rural areas in the effect of online learning, which is a problem that our educators should ponder. Specifically, in the two dimensions of “learning interest and input” and “theoretical learning”, students in urban areas are significantly larger than students in rural areas, which may be due to the fact that students in urban areas have a better network environment and learning environment than rural students, and students in urban areas are more willing to participate in online learning than students in rural areas, and the learning effect is also better. In the dimension of “comprehensive business quality”, students in urban areas have higher performance, and the reason is that urban students have more family resources than rural students, and they have more opportunities to get a more satisfactory job at the internship and work level.

Table 3.

The online learning effect is analyzed in different regions

Dimension	Gender	Case number	Mean	Standard deviation	T	P
Learning interests and inputs	Countryside	210	3.35	0.85	-6.917	0.001
Learning interests and inputs	Town	120	4.02	0.83	-6.917	0.001
Theoretical knowledge	Countryside	210	2.96	0.83	-2.378	0.020
Theoretical knowledge	Town	120	3.22	1.14	-2.378	0.020
Practical skill	Countryside	210	2.85	0.89	-1.935	0.056
Practical skill	Town	120	3.07	1.02	-1.935	0.056
Emotions and values	Countryside	210	3.84	0.89	0.289	0.782
Emotions and values	Town	120	3.75	0.99	0.289	0.782
Comprehensive business quality	Countryside	210	2.78	1.26	-2.804	0.007
Comprehensive business quality	Town	120	3.11	1.28	-2.804	0.007

4.2.2

Usage and attitudes towards information technology in education

The data analysis is shown in Figure 3, and the results of teachers’ teaching and learning activities using IT are shown in Figure 3(a), of which: posting announcements (Question 1) and providing learning resources (Question 2), accounted for 69.72% and 72.1%, using the Internet for Q&A and discussion (Question 3) accounted for 53.2%, using the Internet for assigning and correcting homework (Question 5) accounted for 40.8%, and the lower use rate for web-based tests (Question 4) at 33.4%, and only 11.2% of teachers indicated that they had not tried any of these methods (Question 6). Overall, the majority of teachers in the school are able to use the internet to improve their teaching.

Teachers’ attitudes can be seen in the results of the survey on the question “I can use the basic functions of information technology for teaching and learning”, as shown in Figure 3(b). Question options 1 to 5 represent: strongly agree, not sure, disagree, and strongly disagree. The proportion of teachers who strongly agree with this question reaches 11%, while more than 20% of teachers agree with this question, with a proportion of 25%. However, more teachers were uncertain, with 63% choosing “not sure” and 1% “disagree”. At the school level as a whole, some teachers can use online means to improve teaching content. However, there are still teachers who do not apply information technology systematically enough to be able to intersperse information technology tools in the teaching process, so that schools should focus on the training of teachers’ ability to apply information technology.

5

Conclusion

This paper integrates Internet information technology to point out the open education informatization reform strategy in three aspects: informatization management team construction, informatization resource optimization, and informatization reform. The AHP-fuzzy comprehensive evaluation method is used to analyze and diagnose the problems in the process of education informatization construction and its application, and to point out the direction for the construction of informatization in colleges and universities. The analysis of the empirical study shows that the final score of the performance of the informatization of education management in X university is 78.6 points. The hardware facilities for information technology are good, however, there are problems such as the existence of security risks in the campus network and the low utilization rate of information technology teaching resources. The overall mean value of the learning effect of educational information technology is good, and the learning effect at the level of theory and emotional attitude is relatively good. Teachers frequently use information technology in their teaching activities, mainly to provide announcements and learning resources.

Language:: English

Publication timeframe:: 1 times per year
Journal Subjects:: Life Sciences, Life Sciences, other, Mathematics, Applied Mathematics, General Mathematics, Physics, Physics, other

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Educational Management Strategies and Learning Effectiveness Enhancement of Information Technology Integration in Open Education Informatization Reforms

Ling Zhu

Published Online: Mar 21, 2025

Received: Nov 12, 2024

Accepted: Feb 19, 2025

DOI: https://doi.org/10.2478/amns-2025-0685

KeywordsInformation technology, AHP-fuzzy comprehensive evaluation, Open education, Teaching resources

© 2025 Ling Zhu, published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Keywords
Information technology, AHP-fuzzy comprehensive evaluation, Open education, Teaching resources