虚拟社群用户学习绩效及其影响机制研究——基于自我决定动机理论

Research on Learning Performance of Virtual Community Users and Its Influencing Mechanism-Based on the Theory of Self-determination Motivation

在线教育催生虚拟学习社群,用户连接使在线群体化学习成为现实。为探究当前虚拟社群学习用户的学习绩效情况,研究基于自我决定动机理论,搭建了虚拟社群学习者学习动机、学习投入与学习绩效间的关系模型,采用结构方程模型法分析其影响关系与作用机制,并从学习者和教学者两方面提出改善社群学习绩效的建议。研究发现:虚拟社群学习者的内部动机水平高而外部动机水平低,学习投入水平总体偏低;外部动机对学习投入有显著影响,内部动机对学习投入无显著影响。虚拟社群环境下,学习者应当明确学习需求与动机,加强自我管理与学习监督;教学者应当加强社群规范化管理,营造良好社群学习氛围,帮助学习者实现更高水平的学习投入与学习绩效。

Online education has spawned virtual learning communities,and user connectivity makes online group learning possible.In order to explore the learning performance of current virtual community learners,a relationship model among learning motivation,student engagement and learning performance of virtual community learners is built,which aims to analyze its influence relationship and action mechanism through the method of Structural Equation Modelling(SEM),and put forward the suggestions for improving community learning performance from both learners and teachers,based on the theory of self-determination motivation.The results show that the level of intrinsic motivation of virtual community learners is high,while the level of extrinsic motivation is low,and the level of student engagement is generally low.Extrinsic motivation has a significant impact on student engagement,while intrinsic motivation has no significant impact on student engagement.In the virtual community environment,learners should clarify their learning needs and motivations,and strengthen self-management and learning supervision.Teachers ought to strengthen the standardized management of the community,create a good atmosphere of community learning,and help learners achieve a higher level of student engagement and performance.