临场感对在线学习者学习认知的影响——基于探究社区理论的条件过程分析

Influence of Presence on Learning Cognition of Online Learners:Analysis of Conditional Process Based on Community of Inquiry Theory

基于探究社区理论,探讨影响在线学习认知形成的各种临场感因素,构建结构关系模型,并对各临场感的结构关系进行相关、多重中介、调节分析。采用调查问卷的方式,对利用Sakai网络虚拟教学平台进行在线学习的614名大二本科生进行调查。分析结果表明:在线学习中教学行为与学习认知具有间接显著正相关,教学通过社交临场和学习者临场间接影响学习认知,自我调节学习对学习认知具有调节作用。研究揭示了在线学习中教学活动通过学习交互和自我效能对学习认知产生影响的内在机制以及自我调节学习的调节作用对学习认知形成带来的个体差异。

Based on the community of inquiry theory,this paper explores various factors of presence that affect the formation of online learning cognition and constructs a structural relation model.Moreover,the relation of each presence is analyzed through correlation,multiple mediations and adjustment.A questionnaire survey was conducted on 614 sophomore undergraduates who used Sakai virtual teaching platform for online learning.The research results show that there is an indirect significant positive correlation between teaching behavior and learning cognition in online learning.Teaching indirectly affects learning cognition through social presence and learner presence.Self-regulated learning has a moderating effect on learning cognition.This study reveals the internal mechanism of the influence of teaching activities on learning cognition through learning interaction and self-efficacy in online learning,and the individual differences brought by self-regulated learning on the formation of learning cognition.