如何提高学生的在线自我调节学习?--基于先前在线学习经历与家庭背景的比较

How to Improve Students'Online Self-Regulated Learning?Based on the Comparison of Prior Online Learning Experience and Family Background

在线教学中学生要具备一定的在线自我调节学习能力才能取得好的学习成效,而学生的在线自我调节学习受诸多因素的影响。本研究从先赋性背景和后致性学校过程性因素的视角,基于“新冠疫情期间研究型大学本科生学习体验调查”项目中某大学的数据,考查学生家庭背景和先前在校在线学习经历与在线自我调节学习的关系。研究发现:家庭背景和先前在校的在线学习经历都显著影响学生在线自我调节学习,且先前在线学习经历的影响独立于家庭背景。超过七成的学生在新冠肺炎疫情前有过在线学习经历,且主要是来源于本校的正式在线学分课。这一研究结果的实践启示是:高校可以通过提供正式在线学习的机会抵消学生家庭背景的负面作用来培养学生的在线自我调节学习,这将有助于他们应对紧急情况下大规模在线教学时可能面临的挑战。

Students have to have online self-regulated learning abilities to achieve good learning outcomes in online learning.However,online self-regulated learning is affected by many factors.This article drew on the perspective of family background and learning-process factors,based on the dataset of a university in the Survey of Undergraduate Learning Experience of Research Universities During the COVID-19,to examine the relationships between students'family background and prior online learning experience,and online self-regulated learning.The results showed that both family background and prior online learning experience in university were significantly associated with students'online self-regulated learning,but the effect of family background and prior online learning experience are independent of each other.More than 70%of students have an online learning experience that was mainly obtained through the university's online credit courses before the COVID-19 epidemic.This research implies that higher education institutions can offset the negative effects of students'family background to online self-regulated learning and help students cope with the challenges of massive online teaching in emergencies by providing online learning opportunities.