智慧学习环境中临场投入对学习成效的影响——兼论自我调节的中介作用

Influence of online presence engagement on learning performance in smart learning environment--On the mediator role of self-regulated learning ability

随着《教育信息化2.0行动计划》启动,如何促进智慧学习环境中学习投入的有效性成为研究者们关注的热点问题。文章利用教学、社会、情感、学习、认知等临场形式,促进学习者的在线学习投入,使用问卷调查与多元回归等方法,分析临场投入对学习绩效的影响。结果表明:认知、情感、教学等临场投入能预测主观学习成效,社会、认知、学习等临场投入能预测客观学习成效,主观学习成效与客观学习成效之间具有统一性,自我调节对临场投入与学习成效的影响起部分中介作用。文章拓展了智慧学习环境中在线临场感的研究维度,对智慧网络学习空间应用具有一定决策与参考价值。

With the start-up of the“education informatization 2.0 action plan”,How to promote the effectiveness of learners'learning engagement in smart learning environment has become a hot issue for researchers.In this paper,Forms of presence in teaching,emotion,learning and cognitive have been used to enhance learners'online learning engagement.Questionnaires and multiple regression have been used to explore the influence of presence engagement on learning performance.The research results show that the cognitive,emotional and teaching presence engagement can predict the subjective learning performance,while social,cognitive and learning presence engagement can forecast the objective learning performance,it is a consistency between the subjective and objective performance.The research results show that self-regulated learning ability has a moderating effect on the path of presence engagement in learning performance.This paper expands the research dimension of online presence in smart learning environment,which has a decision-making and reference value for the application of smart learning cyberspace.