学习分析支持自我调节学习的效能分析框架研究

A Study on Effectiveness Analysis Framework of Learning Analytics to Support Self-regulated Learning

支持、促进自我调节学习发展是学习分析重要的应用领域之一,但当前学习分析重点着眼于“发送者”的服务质量,多以教师或研究者的视角为学习者的自我调节学习提供支持。相比之下,立足于学习者视角关注学习分析是否真正支持了自我调节学习的发生更具价值。为回答这一问题,研究依据建构主义理论的反馈模型,提出以学习者为核心的学习分析支持自我调节学习的效能分析初始框架;其次,采用德尔菲法确立分析效能的层次和维度(三个层次、七个维度);最后,研究讨论了效能分析框架的分析工具,并以应用案例展示了其在实际教学中的实践价值和指导意义。结果表明,效能分析框架拓展了自我调节学习的评价范畴,更有利于帮助研究者发现学习者的内在学习机理,打破实证中的“黑箱”现象,为理性看待学习分析、促进学习分析支持自我调节学习提供依据。

Supporting and promoting the development of self-regulated learning is one of the important application areas of learning analytics.But at present,learning analytics focuses on the service quality of the "sender",mostly from the perspective of teachers or researchers to provide supports for learners’ self-regulated learning.In contrast,it is more valuable to focus on whether learning analytics actually supports the occurrence of self-regulated learning from the learner’s perspective.To answer this question,based on feedback model of constructivist theory,this study initially proposes an effectiveness analysis framework for learner-centered learning analysis to support self-regulated learning.Secondly,the Delphi method is used to establish the levels and dimensions of analysis effectiveness(three levels and seven dimensions).Finally,this study discusses the analytical tools of the effectiveness analysis framework and demonstrates the practical value and guidance of the framework in practical teaching with application cases.The results show that the effectiveness analysis framework expands the evaluation scope of self-regulated learning,and is more conducive to helping researchers find the internal learning mechanism of learners,breaks the "black box" phenomenon in the empirical study,and provides a basis for rational view of learning analysis and promoting learning analytics to support self-regulated learning.