教学,社会和认知存在对在线课程学生参与度的影响:结构方程建模方法
Sultan Hammad Alshammari1, Taghreed Abdulfattah Alrehaili2
1Department of Educational Technology, College of Education, University of Ha'il, Saudi Arabia.
Acta psychologica
|June 15, 2025
概括
社会和认知存在显著影响在线学生的参与. 教学存在没有直接影响参与,突出了在虚拟学习环境中需要有意义的互动和深层次的认知参与的需要.
科学领域:
- 教育技术的教育技术
- 在线学习教学教学在线学习教学
背景情况:
- 调查共同体 (CoI) 框架对于理解在线学习动态至关重要.
- 疫情后的在线学习需要更深入地了解学生的参与.
- 现有的研究往往忽视了学生参与的多面性质.
研究的目的:
- 调查教学,社交和认知存在对在线课程中学生参与度的影响.
- 通过行为,情感和认知层面分析学生的参与度.
- 为影响在线学生参与度的因素提供经验证据.
主要方法:
- 收集了220名在线课程的大学生的调查数据.
- 结构方程建模 (SEM) 用于数据分析.
- 该研究利用调查共同体 (CoI) 框架来评估存在结构.
主要成果:
- 社会存在显著提高了在线学生的参与度.
- 认知存在是积极影响学生参与度的关键因素.
- 教师的存在没有显示出对学生参与度有直接显著影响.
结论:
- 有意义的社交互动和深刻的认知参与对于有效的在线学习至关重要.
- 建议采用促进同行协作和激发思想的内容的策略.
- 教师和设计师应优先考虑促进社会和认知存在,以改善在线学习成果.
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