学习分析视角下大学生线上自我调节学习干预设计与检验

Intervention Design and Empirical Test of Online Self-regulation Learning for University Students from the Perspective of Learning Analysis

学习分析视角下大学生线上自我调节学习的干预框架,包括学生学习数据的收集、分析和自我调节学习的干预三个部分。学生学习数据的收集包括线上收集和线下收集两种途径,学生学习数据的分析是对线上学习状态和任务完成质量两方面的综合分析,学生自我调节学习的干预是环境干预、个人干预和行为干预相互融合的三维干预机制。学习分析视角下大学生线上自我调节学习的实证检验,以84名大学生为研究对象,采用单因素完全随机独立组设计,以线上自我调节学习量表为研究工具。研究结果表明:干预框架所设计的干预策略能够显著提升大学生的线上自我调节学习水平。研究为混合教学模式下大学生线上自我调节学习干预提供了理论基础和实证支撑。

The intervention framework of university students’online self-regulated learning from the perspective of learning analysis includes three parts:the collection and analysis of students’learning data and the intervention of self-regulated learning.The collection of student learning data includes two ways:online collection and offline collection.The analysis of students’learning data is a comprehensive analysis of online learning status and task completion quality.The intervention of students’self-regulation learning is a three-dimensional intervention mechanism which integrates environment intervention,individual intervention and behavior intervention.An empirical test of online self-regulated learning of university students from the perspective of learning analysis,84 university students were selected as research objects,a single-factor completely random independent group design was adopted,and online self-regulated learning scale was used as research tool.The results showed that the intervention strategy designed by the intervention framework can significantly improve the level of online self-regulation learning of university students.This study provides a theoretical basis and empirical support for university students’online self-regulated learning intervention in blended teaching mode.