调查监管学习,教师出席和学生参与混合学习之间的关系:经验抽样分析
Hongjian Liao1, Qianwei Zhang2, Lin Yang1
1Network and Modern Educational Technology Center, Guangzhou University, Guangzhou, 510006 China.
Education and information technologies
|June 26, 2023
概括
自主调节学习 (SRL) 和共同调节学习 (CoRL) 显著预测学生参与混合学习. 教学存在也影响了参与,SRL和CORL调节了这些关系.
科学领域:
- 教育心理学教育心理学
- 在线学习在线学习
- 混合学习是一种混合学习.
背景情况:
- 在混合学习环境中,学生参与对于学术成功至关重要.
- 了解个体学习策略和上下文因素之间的相互作用对于优化混合学习至关重要.
- 之前的研究已经强调了教学存在的重要性,但需要进一步探索它与学生调节学习的相互作用.
研究的目的:
- 调查受监管的学习,教师的存在和学生参与混合学习之间的关系.
- 检查自我调节学习 (SRL) 和共同调节学习 (CoRL) 对学生参与度的影响.
- 探索教学存在和规范学习如何共同影响学生在混合课程中的参与.
主要方法:
- 开发了一个两级模型,结合了上下文 (教师的存在) 和个人 (受监管的学习) 因素.
- 从三所大学的139名参与者收集了密集的纵向数据,使用经验抽样方法在13周内收集数据.
- 用多级回归分析来分析数据.
主要成果:
- 感知到的教师支持和教学设计对认知和情感参与产生了积极的影响.
- SRL和CORL是学生参与的重要预测因素,SRL与认知参与相关,CORL与情感参与相关.
- SRL和CoRL调节了教学存在和认知参与,教师支持和情感参与之间的关系.
结论:
- 自主调节和共同调节的学习对学生参与混合学习至关重要.
- 教学存在,特别是教师支持和教学设计,在促进参与方面发挥着重要作用.
- 教学设计师和教育工作者应考虑个人学习规范策略和教学存在,以提高学生在混合环境中的参与度.
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