在线课堂知识建构效果监督模型实证研究

An Empirical Study on Online Classroom Learning Effect Control Model

目前,在线课堂在美国高校迅速推广,参与人数不断增长,但是存在监督机制缺乏,通过率低、自主性差、学习效果不佳等问题。研究以自主学习理论为基础,以数据统计、K-S检验、W秩和检验、二分类逻辑回归为分析方法,探究在线课堂学习行为与知识建构效果的联系,构建预测模型作为监督机制,提高学习者的学习主动性,从而提高知识建构效果。最后得出结论:性别、年龄、文化程度、观看视频、查找资料、章节学习、活跃频率、活跃天数、观看次数、论坛参与等个人因素、学习行为、活跃程度和社会交互对知识构建效果有显著正向影响。解决在线平台视频学习效果差,存在学习的假象的问题,可以从学习行为之间正相关性显著入手,进行监督、控制和提高。

At present,online classroom is rapidly popularized in American colleges and universities,and the number of participants is increasing. However,there are many problems,such as lack of supervision mechanism,low pass rate,poor autonomy and poor learning effect. This study,based on the theory of autonomous learning,used statistical analyses,K-S test,W rank sum test and two classification logic regression,to explore the relationship between the online classroom learning behavior and the knowledge construction effect. The study also aimed to construct the prediction model as the supervision mechanism to improve learners’s learning initiative in order to improve the knowledge construction effect. Finally,it is concluded that the following factors have a significant positive effect on the construction of knowledge：gender,age,cultural level,watching video,looking up data,chapter learning,active frequency,active days,viewing times,forum participation and other personal factors,learning behavior,level of activity and social interaction. In order to solve the problem of the poor effect of video learning on the online platform and the false image of learning,it can be supervised,controlled and improved from the positive correlation between learning behavior.