在线学习体验影响因素结构关系探析
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摘要
学习体验不佳是目前国内外在线教育普遍存在的问题。探索影响在线学习体验的关键因素及其结构关系,是提高学生在线学习绩效需解决的重要问题。通过文献分析和访谈,初步确定在线学习体验的影响因素。以参加A大学在线公共课学习的学生为样本,通过问卷收集数据,采用结构方程模型法构建出在线学习体验影响因素的结构关系模型。结果表明,影响在线学习体验的关键因素有6个,从强至弱依次是师生互动、同伴互动和协作、课程任务、教师教学技能、资源特性和课程活动设计。依据各影响因素之间的结构关系提出了改善在线学习体验的合理建议。
Presently,poor learning experience is a common problem in online education both at home and abroad. Exploring the key factors influencing online learning experience and their structural relationships are important problems to improve learners' online learning performance. Firstly,this study identified the influencing factors of online learning experience through literature research and interviews. Then,the study taken the students who were participating in an online public course of A university as the research objects,and used the questionnaire method and structural equation model method to build the structural relationship model of key influencing factors. The results show that there are 6 key factors influencing online learning experience,from strong to weak,which are interaction between teachers and students,peer interaction and collaboration,course task,teachers' teaching skill,resource characteristics and course activity design. Finally,according to the structural relationship among the factors,the study puts forward some reasonable suggestions to improve the online learning experience.
Presently,poor learning experience is a common problem in online education both at home and abroad. Exploring the key factors influencing online learning experience and their structural relationships are important problems to improve learners' online learning performance. Firstly,this study identified the influencing factors of online learning experience through literature research and interviews. Then,the study taken the students who were participating in an online public course of A university as the research objects,and used the questionnaire method and structural equation model method to build the structural relationship model of key influencing factors. The results show that there are 6 key factors influencing online learning experience,from strong to weak,which are interaction between teachers and students,peer interaction and collaboration,course task,teachers' teaching skill,resource characteristics and course activity design. Finally,according to the structural relationship among the factors,the study puts forward some reasonable suggestions to improve the online learning experience.
引文
[1]国务院.中共中央办公厅国务院办公厅印发《国家信息化发展战略纲要》[DB/OL].(2016-07-28). http://www. miit. gov. cn/n1146290/n1146392/c5168620/content. html.
[2]教育部.教育部公办厅关于印发《2017年教育信息化工作要点》的通知[DB/OL].(2017-01-25). http://www. moe. edu. cn/srcsite/A16/s3342/201702/t20170221_296857. html.
[3]Hanan Khalil,Martin Ebner. MOOC Completion Rates and Possible Methods to Improve Retention—A Literature Review[A]. World Conference on Educational Multimedia,Hypermedia and Telecommunications[C]. Tampere:Finland,2014. 1305-1313.
[4]胡勇,赵凤梅.在线学习成效的理论分析模型及测量[J].电化教育研究,2015(10):37-45.
[5]刘斌,张文兰.在线课程学习体验的影响因素及其结构研究[J].现代教育技术,2017(9):107-113.
[6]Young B J. Gender difference in student attitudes toward computers[J]. Journal of Research on Computing in Education,2000,33(2):204-217.
[7]Kyung-SunKim,Joi L Moore. Web-based learning:Factors affecting students’satisfaction and learning experience[EB/DL].(2005-11-07). http://firstmonday. org/ojs/index. php/fm/article/view/1294/1214.
[8]Paechter M,Maier B,Macher D. Students’expectations and experiences in e-learning:Their relation to learning achievements and course satisfaction[J]. Computers&Education,2010,54(1):222-229.
[9]Songlak Sakulwichitsintu,Douglas Colbeck,et al. Online Peer Learning:What Influences the Students’Learning Experience[C]. Advanced Learning Technologies,2015:205-207.
[10]刘斌,张文兰,江毓君.在线课程学习体验:内涵、发展及影响因素[J].中国电化教育,2016(10):90-96.
[11]山峰,刘佳琛.艺术类课程在线学习体验的影响因素分析[J].现代教育技术,2018(1):34-39.
[12]李佳赟.基于技术接受模型的MOOC学习体验影响因素研究——以中国大学MOOC《新媒体素养》课程为例[D].上海:华东师范大学,2017.
[13]吴筱萌,雍文静,等.基于Coursera课程模式的在线课程学生体验研究[J].中国电化教育,2014(6):11-17.
[14]管珏琪,Peter Riezebos,等.电子书包对学生学习体验与学习成绩的影响——以上海闵行区小学数学应用为例[J].中国电化教育,2015(9):56-62.
[15]孙晓玲.欠发达地区远程学习者学习体验的实证研究[J].甘肃广播电视大学学报,2012(12):69-73.
[16]A R Artino. Motivational beliefs and perceptions of instructional quality:predicting satisfaction with online training[J]. Journal of Computer Assisted Learning. 2008,(3):260-270.
[17]Udo G J,Bagchi K K,Kirs P J. Using SERVQUAL to assess the quality of e-learning experience[J]. Computers in Human Behavior,2011,27(3):1272-1283.
[18]张梅琳,黄丹.基于MOOC学习体验的在线课程设计分析[J].中国教育信息化,2015(8):38-42.
[19]李葆萍,傅骞,等. 1对1学习环境中的师生感知研究[J].中国电化教育,2015(11):110-115.
[20]Jen-Her Wu,Tzyh-Lih Hsia. What Determinates Student Learning Satisfaction in a Blended E-Learning System Environment?[DB/OL]. https://aisel. aisnet. org/pacis2008/149/,2018-1-12.
[21]马秀麟,毛荷,王翠霞.视频资源类型对学习者在线学习体验的实证研究[J].中国远程教育,2016(5):32-39.
[22]李明辉.网络环境下学习满意度、知识掌握及使用意愿的影响因素分析[D].上海:复旦大学,2010.
[23]Wee Sing,Jeffrey Sim,Wing Sum Cheung,et al. Going Beyond Face-to-Face Classrooms:Examining Student Motivation to Participate in Online Discussions through a Self-Determination Theory Perspective[J]. Communications in Computer and Information Science,2011,(7):329-341.
[24]K Xie,TK De Backer,C Ferguson. Extending the traditional classroom through online discussion:The role of student motivation[J].Journal of Education,2006,(1):67-89.
[25]Pei-Chen Sun,Ray J Tsai,Glenn Finger,et al. What drives a successful e-Learning? An empirical investigation of the critical factors influencing learner satisfaction[J]. Computers&Education,2006,(4):1183-1202.
[26]牟智佳.基于Moodle平台的网络学习动机影响因模型构建与实证研究[D].西安:陕西师范大学,2013.
[27]李宝.混合式学习环境下学生学习满意度影响因素模型的构建与实证研究[D].西安:陕西师范大学,2016.
[28]张润芝.不同区域学习者对远程教师能力需求差异研究[J].中国远程教育,2018(4):54-61.
[29]杨素娟,莫冬敏.网络教育课程论坛教学性存在的个案研究[J].中国电化教育,2010(12):39-44.
[30]BERGE Z L. The role of the online instructor/facilitator[J].Educational technology,1995,35(1):22-30.
[31]Stogdill R M. Leadership,membership and organization[J].Psychological Bulletin,1950,(1):1-14.
[32]Zhang Q,Peck K L,et al. Exploring the communication preferences of MOOC learners and the value of preference-based groups:is grouping enough?[J]. Educational Technology Research&Development,2016,(4):809-837.
[33]Oren A,Mioduser D,Nachmias R The development of social climate invirtual learning discussiongroups[J]. International Review of Research in Open&Distance Learning,2002,(1):1492-3831.
[34]徐恩芹.师生交互影响网络学习绩效的实证分析[J].电化教育研究,2016(9):61-68.
[35]Bayeck R Y,Hristova A,ablokow K,et al. Exploring the relevance of single-gender group for mation:What we learn from a massive open online course(MOOC)[J]. British Journal of Educational Technology,2018,(1):88-100.
[36]Khalil H,Ebner M. MOOC Completion Rates and Possible Methods to Improve Retention—A Literature Review[A]. World Conference on Educational Multimedia,Hypermedia and Telecommunications[C]. Tampere:Finland,2014:1305-1313.
[37]张立国,刘菁,解素敏.虚拟学习社区中学习者归属感的培养[J].现代教育技术,2009(12):84-86.
[38]吴兵.网络学习活动设计的心理活动模型探究[J].中国电化教育,2012(10):37-41.
[39]赵呈领,万力勇. Web2. 0环境下的在线学习活动设计——活动理论与支架理论整合的视角[J].现代远距离教育,2013(6):41-46.
[40]张文兰,俞显,刘斌.引领式在线学习活动的设计、实施及成效分析[J].电化教育研究,2016(10):42-48.
[41]Penfold,C. Global Technology Meets Local Environment:State Attempts to Control Internet Content[A]. Ho,K. C.,Kluver,R.,Yang,K. C.(Eds.). Asia. Com:Asia Encounters the Internet[C]. NewYork:Routledge Curzon,2003:83.
[42]Adams S B,Freeman A,Giesinger C H,et al. NMC/CoSN Horizon Report:2016 K12 Edition[R]. Austin,Texas:The New Media Consortium. 2016:18-19.
[43]Johnson L,Adams S B,Estrada V,et al. NMC Horizon Report:2015 K12 Edition[M]. Austin,Texas:The New Media Consortium.2015:14-15.
[44]Nandi D,Hamilton M,Harland J. Evaluating the quality of interaction in a synchronous discussion forums in fully online courses[J].DistanceEducation,2012,(1):5-30.
[45]Kapur M. Comparing Learning from Productive Failure and Vicarious Faiture[J]. The Journal of the Learning Sciences,2013,(26):48-94.
[2]教育部.教育部公办厅关于印发《2017年教育信息化工作要点》的通知[DB/OL].(2017-01-25). http://www. moe. edu. cn/srcsite/A16/s3342/201702/t20170221_296857. html.
[3]Hanan Khalil,Martin Ebner. MOOC Completion Rates and Possible Methods to Improve Retention—A Literature Review[A]. World Conference on Educational Multimedia,Hypermedia and Telecommunications[C]. Tampere:Finland,2014. 1305-1313.
[4]胡勇,赵凤梅.在线学习成效的理论分析模型及测量[J].电化教育研究,2015(10):37-45.
[5]刘斌,张文兰.在线课程学习体验的影响因素及其结构研究[J].现代教育技术,2017(9):107-113.
[6]Young B J. Gender difference in student attitudes toward computers[J]. Journal of Research on Computing in Education,2000,33(2):204-217.
[7]Kyung-SunKim,Joi L Moore. Web-based learning:Factors affecting students’satisfaction and learning experience[EB/DL].(2005-11-07). http://firstmonday. org/ojs/index. php/fm/article/view/1294/1214.
[8]Paechter M,Maier B,Macher D. Students’expectations and experiences in e-learning:Their relation to learning achievements and course satisfaction[J]. Computers&Education,2010,54(1):222-229.
[9]Songlak Sakulwichitsintu,Douglas Colbeck,et al. Online Peer Learning:What Influences the Students’Learning Experience[C]. Advanced Learning Technologies,2015:205-207.
[10]刘斌,张文兰,江毓君.在线课程学习体验:内涵、发展及影响因素[J].中国电化教育,2016(10):90-96.
[11]山峰,刘佳琛.艺术类课程在线学习体验的影响因素分析[J].现代教育技术,2018(1):34-39.
[12]李佳赟.基于技术接受模型的MOOC学习体验影响因素研究——以中国大学MOOC《新媒体素养》课程为例[D].上海:华东师范大学,2017.
[13]吴筱萌,雍文静,等.基于Coursera课程模式的在线课程学生体验研究[J].中国电化教育,2014(6):11-17.
[14]管珏琪,Peter Riezebos,等.电子书包对学生学习体验与学习成绩的影响——以上海闵行区小学数学应用为例[J].中国电化教育,2015(9):56-62.
[15]孙晓玲.欠发达地区远程学习者学习体验的实证研究[J].甘肃广播电视大学学报,2012(12):69-73.
[16]A R Artino. Motivational beliefs and perceptions of instructional quality:predicting satisfaction with online training[J]. Journal of Computer Assisted Learning. 2008,(3):260-270.
[17]Udo G J,Bagchi K K,Kirs P J. Using SERVQUAL to assess the quality of e-learning experience[J]. Computers in Human Behavior,2011,27(3):1272-1283.
[18]张梅琳,黄丹.基于MOOC学习体验的在线课程设计分析[J].中国教育信息化,2015(8):38-42.
[19]李葆萍,傅骞,等. 1对1学习环境中的师生感知研究[J].中国电化教育,2015(11):110-115.
[20]Jen-Her Wu,Tzyh-Lih Hsia. What Determinates Student Learning Satisfaction in a Blended E-Learning System Environment?[DB/OL]. https://aisel. aisnet. org/pacis2008/149/,2018-1-12.
[21]马秀麟,毛荷,王翠霞.视频资源类型对学习者在线学习体验的实证研究[J].中国远程教育,2016(5):32-39.
[22]李明辉.网络环境下学习满意度、知识掌握及使用意愿的影响因素分析[D].上海:复旦大学,2010.
[23]Wee Sing,Jeffrey Sim,Wing Sum Cheung,et al. Going Beyond Face-to-Face Classrooms:Examining Student Motivation to Participate in Online Discussions through a Self-Determination Theory Perspective[J]. Communications in Computer and Information Science,2011,(7):329-341.
[24]K Xie,TK De Backer,C Ferguson. Extending the traditional classroom through online discussion:The role of student motivation[J].Journal of Education,2006,(1):67-89.
[25]Pei-Chen Sun,Ray J Tsai,Glenn Finger,et al. What drives a successful e-Learning? An empirical investigation of the critical factors influencing learner satisfaction[J]. Computers&Education,2006,(4):1183-1202.
[26]牟智佳.基于Moodle平台的网络学习动机影响因模型构建与实证研究[D].西安:陕西师范大学,2013.
[27]李宝.混合式学习环境下学生学习满意度影响因素模型的构建与实证研究[D].西安:陕西师范大学,2016.
[28]张润芝.不同区域学习者对远程教师能力需求差异研究[J].中国远程教育,2018(4):54-61.
[29]杨素娟,莫冬敏.网络教育课程论坛教学性存在的个案研究[J].中国电化教育,2010(12):39-44.
[30]BERGE Z L. The role of the online instructor/facilitator[J].Educational technology,1995,35(1):22-30.
[31]Stogdill R M. Leadership,membership and organization[J].Psychological Bulletin,1950,(1):1-14.
[32]Zhang Q,Peck K L,et al. Exploring the communication preferences of MOOC learners and the value of preference-based groups:is grouping enough?[J]. Educational Technology Research&Development,2016,(4):809-837.
[33]Oren A,Mioduser D,Nachmias R The development of social climate invirtual learning discussiongroups[J]. International Review of Research in Open&Distance Learning,2002,(1):1492-3831.
[34]徐恩芹.师生交互影响网络学习绩效的实证分析[J].电化教育研究,2016(9):61-68.
[35]Bayeck R Y,Hristova A,ablokow K,et al. Exploring the relevance of single-gender group for mation:What we learn from a massive open online course(MOOC)[J]. British Journal of Educational Technology,2018,(1):88-100.
[36]Khalil H,Ebner M. MOOC Completion Rates and Possible Methods to Improve Retention—A Literature Review[A]. World Conference on Educational Multimedia,Hypermedia and Telecommunications[C]. Tampere:Finland,2014:1305-1313.
[37]张立国,刘菁,解素敏.虚拟学习社区中学习者归属感的培养[J].现代教育技术,2009(12):84-86.
[38]吴兵.网络学习活动设计的心理活动模型探究[J].中国电化教育,2012(10):37-41.
[39]赵呈领,万力勇. Web2. 0环境下的在线学习活动设计——活动理论与支架理论整合的视角[J].现代远距离教育,2013(6):41-46.
[40]张文兰,俞显,刘斌.引领式在线学习活动的设计、实施及成效分析[J].电化教育研究,2016(10):42-48.
[41]Penfold,C. Global Technology Meets Local Environment:State Attempts to Control Internet Content[A]. Ho,K. C.,Kluver,R.,Yang,K. C.(Eds.). Asia. Com:Asia Encounters the Internet[C]. NewYork:Routledge Curzon,2003:83.
[42]Adams S B,Freeman A,Giesinger C H,et al. NMC/CoSN Horizon Report:2016 K12 Edition[R]. Austin,Texas:The New Media Consortium. 2016:18-19.
[43]Johnson L,Adams S B,Estrada V,et al. NMC Horizon Report:2015 K12 Edition[M]. Austin,Texas:The New Media Consortium.2015:14-15.
[44]Nandi D,Hamilton M,Harland J. Evaluating the quality of interaction in a synchronous discussion forums in fully online courses[J].DistanceEducation,2012,(1):5-30.
[45]Kapur M. Comparing Learning from Productive Failure and Vicarious Faiture[J]. The Journal of the Learning Sciences,2013,(26):48-94.