自主学习视角下研究生在线知识共享行为研究

Research on Postgraduates'Online Knowledge Sharing Behavior from the Perspective of Self-directed Learning

数字化时代,参与课外在线学习逐渐成为研究生成长为高素质人才的重要路径。在学习者主导的课外在线学习情境中,学生更多受自我指导,其个体层面因素的重要性尤为突出。本研究基于自我调节学习理论,考察了研究生对个人能力的感知评价、动机和在线知识共享行为之间的关系与影响路径。对501位在读研究生的问卷调查数据进行结构方程模型分析,结果表明:①专业能力、在线经验和自我效能感对研究生在线知识共享数量有显著正向影响,然而,除专业能力外,其余二者对研究生的在线知识共享质量影响并不显著,自我效能感甚至可能存在抑制趋势;②强化信息素养能够鼓励更加高质量的在线知识共享行为;③外部动机对研究生的在线知识共享质量具有负向影响;④内部动机和社会动机则鼓励研究生表现出更加积极和高质量的在线知识共享行为。本文研究发现为从“以学生为中心”的切入点鼓励更多高质量在线学习活动提供了参考。

In the digital era,participating in online learning behaviors such as knowledge sharing in virtual academic community has gradually become an important path for postgraduates to realize lifelong learning.In student-led extracurricular online learning situation,learners are more self-directed,and the importance of individual factors has become particularly prominent.Based on self-regulated learning theory,this study investigated the relationship between postgraduates'perceived evaluation of personal ability,personal motivation,and online knowledge sharing behavior.The results of a questionnaire survey of 501 graduate students show that:①Solid professional knowledge,rich online experience,and strong sense of self-efficacy had a significant positive effect on the amount of online knowledge shared by postgraduates.However,professional knowledge was the only significant,positive predictor of quality of postgraduates'online knowledge sharing,and self-efficacy may even have a negative impact.②Strengthening information literacy can encourage higher quality online knowledge sharing behavior.③Postgraduates driven by extrinsic motivations showed a dismal quality of online knowledge sharing.④Internal motivation and social motivation encouraged postgraduates to show more positive and high-quality online knowledge sharing behavior.The findings of this study help to encourage more positive and high-quality online learning activities from the“student-centered”starting point,and provide a reference for the construction of a diversified and inclusive lifelong learning paradigm.