在线学习环境中EFL学习者的参与:开发和验证潜在的测量库存
Maryam Abbasi1, Masoumeh Ghamoushi1, Zohre Mohammadi Zenouzagh1
1Department of English Teaching and Translation, Karaj Branch, Islamic Azad University, Karaj, Iran.
概括
研究人员开发并验证了一个新的问卷,以衡量学习者对在线教育的参与度. 该工具评估英语作为外语 (EFL) 学习者的行为,情感和认知参与,帮助在线学习环境中的教育工作者.
科学领域:
- 教育心理学教育心理学
- 应用语言学 应用语言学
- 在线学习研究研究在线学习研究
背景情况:
- 学习者参与是学业成功的关键预测因素,特别是在在线环境中.
- 衡量学习者参与在线教育的现有工具是不够的.
- 需要一个可靠和有效的工具来评估在线环境中英语作为外语 (EFL) 学习者之间的参与.
研究的目的:
- 开发和验证一个测量库存,以评估EFL学习者对在线学习的参与.
- 在数字教育背景下确定学习者参与的核心组成部分.
主要方法:
- 综合的文献审查和对现有工具的调查为开发56项利克特比例问卷提供了信息.
- 该调查问卷与560名EFL大学生进行了试点测试.
- 使用因子分析来完善仪器并确定底层结构.
主要成果:
- 最终问卷由48个项目组成,分为三个主要组成部分:行为参与 (15个项目),情感参与 (16个项目) 和认知参与 (17个项目).
- 开发的仪器表现出高可靠性,指数为0.925.
- 因子分析证实了参与度测量的构造有效性.
结论:
- 新开发的问卷提供了EFL学习者在线学习参与度的可靠和有效衡量标准.
- 该工具将帮助教育工作者评估和理解在线环境中的学生参与.
- 结果支持知情决策,以提高在线教学实践和学生成果.
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