远程学习者自主学习策略研究

A Study of Self-regulated Learning Strategies for Distance Learners

对参加远程学习的农村中小学教师的自主学习策略进行了研究,结果表明:元认知的自我调节、时间与学习环境管理策略发展较好,而同伴学习、寻求帮助、努力调节策略发展不足;中年教师学习策略普遍优于青年教师,但性别差异并不显著。多元回归分析表明,元认知的自我调节、时间与学习环境管理策略对远程自主学习具有较大的解释效应。

A study of self-regulated learning strategies is carried out among rural teachers enrolled in distance education. The study shows: the level of matacognitive self-regulation, time and study environment is better while the level of peer learning, help-seeking and effort regulation is worse comparatively; and middle-aged teachers do better in learning strategies than young teachers ,but there is no significant difference in gender. Multiple regression analysis finds that the strategies of matacognitive self-regulation, time and study environment have important interpretation effects on the level of distance self-regulated learning strategies.