施罗丁格的Cat-Parallel经验:探索本科生在线学习中的参与和感知的潜在机制
Hongfeng Zhang1, Yan Liu2, Shaodan Su3
1Faculty of Humanities and Social Sciences, Macao Polytechnic University, Macau, Macao SAR, China.
Frontiers in psychology
|July 31, 2024
概括
在线学习为学生创造了双重体验,提供了感知上的满意,但理性的不满. 自律和教师与学生的互动显著影响电子学习环境中的动机和学习背景.
科学领域:
- 教育技术的教育技术
- 在线学习在线学习
- 学生心理学 学生心理学
背景情况:
- 电子学习扰乱了传统教育,在实现学生在线环境中的参与和互动方面提出了挑战.
- 尽管目标是增加互动,但在线课堂需要大量的努力来促进有意义的参与.
研究的目的:
- 通过学生的经验,探索新的在线学习特征的机制和影响.
- 建立一个全面的在线学习理论模型,基于现实生活中的学生反.
主要方法:
- 基于理论的方法,采用三级编码和常数比较方法.
- 采用了理论抽样,核心类别蒸和故事情节对照.
- 在2023年7月至10月期间,从56名本科生 (18名男性,38名女性) 收集的数据.
主要成果:
- 在线学习元素显示由潜在因素驱动的逻辑相关性,创造类似于"施罗丁格的猫"的并行体验.
- 在线学习中的学生动机主要取决于自我调节.
- 教师与学生的互动和自我调节,受到内部/外部因素的调节,塑造了不同的学习背景和类型.
结论:
- 学生经历了一个悖论:理性地对"学习"感到不满,同时对在线格式的感知满意.
- 在线学习中满足基本心理需求的变化为大学生提供了这些平行体验.
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