移动网络学习社区构建新范式:大学生自我调节学习效能感培养视角
|
摘要
网络学习环境下大学生自我调节学习干预设计的核心目的是培养大学生在网络学习环境自我调节学习并完成学习任务的信念,即培养大学生网络自我调节学习效能感。在面向自我调节学习过程循环反馈的三个阶段,以支持自我调节学习干预策略实施为目的,基于开源应用程序框架构建移动网络学习社区;设计在线学习支架及任务驱动的交互式学习活动,促使大学生获得成功的自我调节学习体验;设计个性化提示问题及多元反馈数据引导大学生进行合理归因,以增强其自我调节学习效能感。教学实践研究结果显示,大学生自我调节学习水平的平均得分和大学生网络自我调节学习效能感的平均得分在前测与后测中出现了显著性差异,验证了网络学习社区功能设计及干预活动的有效性;被试大学生对移动网络学习社区也有较高的技术接受程度。
The core purpose of intervention design of self-regulating learning is to cultivate undergraduates' belief in self-regulating learning and completing learning tasks in the network learning environment. In this study we apply the open source application framework to build the mobile network learning community based on the intervention strategy of three stages of self-regulated learning.And the online learning scaffold and task-driven interactive learning activities are designed to enable university students to achieve successful self-regulating learning experience through behavioral intervention,and enable learners to make rational attributions through the guidance of multiple data and individualized questions to enhance their self-efficacy for self-regulating learning. The research results show that there is significant difference between the average score of college students' self-regulated learning level and the average score of self-efficacy for self-regulated learning in pre-test and post-test,indicating the effectiveness of network learning community function design and intervention activities. At the same time,the undergraduates also had a high degree of technical acceptance to the mobile network learning community.
The core purpose of intervention design of self-regulating learning is to cultivate undergraduates' belief in self-regulating learning and completing learning tasks in the network learning environment. In this study we apply the open source application framework to build the mobile network learning community based on the intervention strategy of three stages of self-regulated learning.And the online learning scaffold and task-driven interactive learning activities are designed to enable university students to achieve successful self-regulating learning experience through behavioral intervention,and enable learners to make rational attributions through the guidance of multiple data and individualized questions to enhance their self-efficacy for self-regulating learning. The research results show that there is significant difference between the average score of college students' self-regulated learning level and the average score of self-efficacy for self-regulated learning in pre-test and post-test,indicating the effectiveness of network learning community function design and intervention activities. At the same time,the undergraduates also had a high degree of technical acceptance to the mobile network learning community.
引文
[1]Kizilcec R F,Pérez-sanagustín M,Maldonado J J. Self-regulated Learning Strategies Predict Learner Behavior and Goal Attainment in Massive Open Online Courses[J]. Computers&Education,2017,104:18-33.
[2]戴妍.远程教育中自我调节学习的困境与出路——基于远程教育信息交互模式的思考[J].现代远距离教育,2013(2):33-38.
[3]Zimmerman B J. Investigating self-regulation and motivation:Historical background,methodological developments,and future pros?pects.[J]. American Educational Research Journal,2008,45(1):166-183.
[4]Schunk D,Zimmerman B. Self-regulated Learning:From Teaching to Self-reflective Practice[M]:Guilford Press,1998.
[5]Garcia R,Falkner K,Vivian R. Systematic Literature Review:Self-regulated Learning Strategies Using E-learning Tools for Computer Science[J]. Computers&Education,2018,123:150-163.
[6]Antonucci P,Estler C,Piccioni M,et al. An incremental hint system for automated programming assignments[C]//International conference oncomputer science&education:International conference oncomputer science&education,2015.
[7]Hong J. Guided Programming and Automated Error Analysis in an Intelligent Prolog Tutor[J]. International Journal of Human-Computer Studies,2004,61(4):505-534.
[8]Vihavainen A,Luukkainen M,Kurhila J. Multi-faceted support for mooc in programming[C]//Proceedings of the 13th annual conference on informationtechnology education,2012.
[9]Le N,Pinkwart N. INCOM:A web-based homework coaching system for logic programming[C]//Proceedings of the IADIS international conference on cognition and exploratory learning in digital age,2011.
[10]Aleven V,Sewall J,Popescu O,et al. Embedding intelligent tutoring systems in moocs and e-learning platforms[C]//Proceedings of the 13th international conference on intelligent tutoring systems:Proceedings of the 13th international conference on intelligent tutoring systems,2016:409-415.
[11]Klassen Robert M,Krawchuk Lindsey L,Rajani Sukaina. Academic procrastination of undergraduates:Low self-efficacy to self-regulate predicts higher levels of procrastination[J]. Contemporary Educational Psychology,2008,33(4):915-931.
[12]王觅,钱铭怡,王文余,等.以提升自我调节学习效能感为主的团体干预对学业拖延状况的改善[J].中国心理卫生杂志,2011(12):48-53.
[13]衷克定,梁玉娟.网络学习社区结构特征及其与学习绩效关系研究[J].开放教育研究,2006(6):71-75.
[14]赵剑.基于网络的“控制—自组织学习模式”研究[J].中国远程教育,2006(1):33-36,81.
[15]赵呈领,王娴,马晨星.感知交互性对在线学习者持续学习意愿的影响:基于S-O-R视角[J].现代远距离教育,2018(3):12-20.
[16]赵蔚,梁明,刘红霞,等.基于社区驱动的学习资源共享机制研究[J].中国电化教育,2012(12):81-86.
[17]Fontana R P,Milligan C,Littlejohn A,et al. Measuring Self-regulated Learning in the Workplace[J]. International Journal of Training and Development,2015,19(1):32-52.
[18]Barnard L,Lan W Y,To Y M,et al. Measuring Self-regulation in Online and Blended Learning Environments[J]. The Internet and Higher Education,2009,12(1):1-6.
[19]张成龙,李丽娇.提升学生网络自我调节学习成效的实证研究[J].现代远距离教育,2018(2):45-52.
[20]王觅,钱铭怡.自我调节学习效能感问卷中文版修订[J].中国健康心理学杂志,2015(10):1532-1536.
[2]戴妍.远程教育中自我调节学习的困境与出路——基于远程教育信息交互模式的思考[J].现代远距离教育,2013(2):33-38.
[3]Zimmerman B J. Investigating self-regulation and motivation:Historical background,methodological developments,and future pros?pects.[J]. American Educational Research Journal,2008,45(1):166-183.
[4]Schunk D,Zimmerman B. Self-regulated Learning:From Teaching to Self-reflective Practice[M]:Guilford Press,1998.
[5]Garcia R,Falkner K,Vivian R. Systematic Literature Review:Self-regulated Learning Strategies Using E-learning Tools for Computer Science[J]. Computers&Education,2018,123:150-163.
[6]Antonucci P,Estler C,Piccioni M,et al. An incremental hint system for automated programming assignments[C]//International conference oncomputer science&education:International conference oncomputer science&education,2015.
[7]Hong J. Guided Programming and Automated Error Analysis in an Intelligent Prolog Tutor[J]. International Journal of Human-Computer Studies,2004,61(4):505-534.
[8]Vihavainen A,Luukkainen M,Kurhila J. Multi-faceted support for mooc in programming[C]//Proceedings of the 13th annual conference on informationtechnology education,2012.
[9]Le N,Pinkwart N. INCOM:A web-based homework coaching system for logic programming[C]//Proceedings of the IADIS international conference on cognition and exploratory learning in digital age,2011.
[10]Aleven V,Sewall J,Popescu O,et al. Embedding intelligent tutoring systems in moocs and e-learning platforms[C]//Proceedings of the 13th international conference on intelligent tutoring systems:Proceedings of the 13th international conference on intelligent tutoring systems,2016:409-415.
[11]Klassen Robert M,Krawchuk Lindsey L,Rajani Sukaina. Academic procrastination of undergraduates:Low self-efficacy to self-regulate predicts higher levels of procrastination[J]. Contemporary Educational Psychology,2008,33(4):915-931.
[12]王觅,钱铭怡,王文余,等.以提升自我调节学习效能感为主的团体干预对学业拖延状况的改善[J].中国心理卫生杂志,2011(12):48-53.
[13]衷克定,梁玉娟.网络学习社区结构特征及其与学习绩效关系研究[J].开放教育研究,2006(6):71-75.
[14]赵剑.基于网络的“控制—自组织学习模式”研究[J].中国远程教育,2006(1):33-36,81.
[15]赵呈领,王娴,马晨星.感知交互性对在线学习者持续学习意愿的影响:基于S-O-R视角[J].现代远距离教育,2018(3):12-20.
[16]赵蔚,梁明,刘红霞,等.基于社区驱动的学习资源共享机制研究[J].中国电化教育,2012(12):81-86.
[17]Fontana R P,Milligan C,Littlejohn A,et al. Measuring Self-regulated Learning in the Workplace[J]. International Journal of Training and Development,2015,19(1):32-52.
[18]Barnard L,Lan W Y,To Y M,et al. Measuring Self-regulation in Online and Blended Learning Environments[J]. The Internet and Higher Education,2009,12(1):1-6.
[19]张成龙,李丽娇.提升学生网络自我调节学习成效的实证研究[J].现代远距离教育,2018(2):45-52.
[20]王觅,钱铭怡.自我调节学习效能感问卷中文版修订[J].中国健康心理学杂志,2015(10):1532-1536.
© 2004-2018 中国地质图书馆版权所有 京ICP备05064691号 京公网安备11010802017129号 地址：北京市海淀区学院路29号 邮编：100083 电话：办公室：(+86 10)66554848；文献借阅、咨询服务、科技查新：66554700 |