MOOC中的自我导向学习:多维关系及学习效果

Self-directed Learning in MOOC:Multi-dimension and Effects on Performance

大规模开放在线学习课程(MOOC)为学生的个性化自主学习带来前所未有的机会和挑战,成功的学习者必须在MOOC学习环境中进行自我导向学习。研究通过调查336名MOOC学习者,以Garrison自我导向学习模型为分析框架,实证检验了MOOC学生的动机、自我监控和自我管理之间的关系及其对学习效果的影响。发现动机直接正向影响自我管理和自我监控,同时动机又通过自我监控的部分中介作用间接影响自我管理,自我管理和自我监控均正向影响学习效果。因此,在MOOC环境下提高学生的动机及自我监控技能至关重要。本研究为进一步探索MOOC中的学习者行为、提升学习者的自我导向学习能力提供见解。

Massive open online learning courses(MOOCs)bring unprecedented opportunities and challenges to students’self-directed learning.Successful learners must conduct self-directed learning in the MOOC learning environment.By investigating 336 MOOC learners and using Garrison’s self-directed learning model as the analytical framework,this study empirically tested the relationship among MOOC students’motivation,self-monitoring and self-management and their impact on learning outcomes.It found that motivation directly and positively affected self-management and self-monitoring,while motivation indirectly affected self-management through some mediating effects of self-monitoring.Both self-management and self-monitoring positively affected learning outcomes.Therefore,it is very important to improve students’motivation and self-monitoring skills in the MOOC environment.This study provided insights for further exploring learner behavior in MOOC and improving learners’self-directed learning ability.