摘要
混合式学习中拥有高水平在线学习力的学生能够持续、自主、深度地参与在线学习活动,这是影响在线学习质量的关键。文章基于"动机-行为"理论构建了混合式学习中大学生在线学习力的影响因素模型,提出研究假设,并通过问卷调查进行实证研究。学习动力能够对在线学习行为起导向作用,包括学习目标、个人发展;自体支持能够维持、调节学习行为,包括毅力支持、管理策略支持。研究发现:模型中学习活动对大学生的在线学习力有直接影响;自体支持和学习动力通过学习活动的中介作用,间接影响大学生的在线学习力。
Students with high-level online learning power could continuously,autonomously and deeply participate in online learning activities,which is the key affecting the quality of online learning.Based on the"motivation-behavior"theory,this paper constructed the influencing model of college students’online learning power in blended learning,proposed research hypotheses,and conducted empirical research through questionnaire survey.Learning dynamics played a guiding role in online learning behaviors,including learning goals and personal development.Self-support maintained and regulated learning behavior,including perseverance support and management strategy support.It was found that learning activities in the model had a direct impact on college students’online learning power.Self-support and learning dynamics indirectly affected college students’online learning power through the mediating effect of learning activities.
作者
石雪
杨晓娟
SHI Xue;YANG Xiao-juan(School of Education,Shandong Normal University,Jinan,Shandong,China 250014)
出处
《现代教育技术》
CSSCI
北大核心
2020年第4期95-100,共6页
Modern Educational Technology
基金
国家社科基金教育学一般项目“制造强国战略背景下普通高校本科课程体系创新研究”(项目编号:BIA160127)的阶段性研究成果。
关键词
在线学习力
混合式学习
大学生
结构方程模型
online learning power
blended learning
college students
structural equation model