生物医学学生对实验室电子学习支持的满意度和参与度与他们的自我调节有关
C B Moelans1, J J Geerling2, R D Radersma1
1Department of Pathology, University Medical Center Utrecht, Utrecht, The Netherlands.
概括
虚拟实验环境 (VEE) 需要自我调节学习 (SRL) 技能才能让学生取得成功. 在VEE中支持SRL和努力调节可以提高学习成果和学习满意度.
科学领域:
- 教育技术的教育技术
- 认知心理学 认知心理学
背景情况:
- 实验室电子学习工具,特别是虚拟实验环境 (VEE),支持学生为实践课程做好准备.
- 有效地使用VEE需要自我调节学习 (SRL) 技能,以便学生在正式教学之外成功参与.
研究的目的:
- 研究学生的自我调节学习 (SRL),他们的满意度,参与度和在VEE中感知到的努力之间的关系.
- 探索这些因素与学习成果以及学生从电子环境中获得的支持类型的相关性.
主要方法:
- 对79名大学生进行了调查,他们参加了VEE.
- 收集的数据包括SRL,参与度,满意度,努力/重要性和学习成果的指标.
主要成果:
- 自主调节学习 (SRL) 与VEE参与度,感知力度和学生满意度有显著的关联.
- 虽然SRL和努力与学习成果有关,但VEE参与度和满意度没有直接相关.
- 具有不同SRL水平的学生在VEE中表现出不同的交互模式,并获得不同程度的程序和反支持.
结论:
- 支持学生的SRL和努力调节对于优化他们在VEE中的学习体验和成果至关重要.
- 结合个性化和适应性特征的干预措施可以在VEE中加强SRL支持.
- 未来的研究应该优先考虑VEE设计,积极考虑和支持每个学生的SRL和努力调节策略.
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