摘要
在线学习环境缺乏人际交互的缺点在一定程度上决定了在线学习需要依靠学习者之间的交流和协作才能维持。对于在线学习的实际成效,研究者已经开发了不同的测量工具和评价方法来对其进行测量,但由于这些工具和方法之间缺乏内在一致性,使得针对学习的直接测量十分困难,因而感知学习常被用作反映学习的指标,也被视为衡量网络教学成功的重要标志之一。影响感知学习的变量很多,既有个体层面的,也有小组层面的。以天津职业技术师范大学本科生参与的网络课程"远程教育学"为例,运用逐步回归方法进行的实证研究表明:个体层面的变量——个体的协作学习态度、与熟人的交流能力,小组层面的变量——小组任务的相互依赖、小组任务的有效分配以及社会临场感都会显著影响学习者的感知学习。
The lack of interpersonal interaction of online learning environments to some extent determines that online learning must be maintained through the communication and the collaboration among learners. For actual effectiveness of online learning, researchers have developed different methods of measurement and evaluation tools to measure them, but the lack of internal consistency among these tools and methods makes it very difficult to directly measure learning, and thus perceptual learning is often used to reflect the learning goals, and is also considered an important indicator to measure the success of online teaching. There are a lot of variables affecting perceptual learning, both at the individual and group levels. This paper takes the online course of Distance Education for undergraduates as an example, using stepwise regression analysis to perform an empirical research whose result shows that： individual-level variables including individual＇s collaborative learning attitude, individual＇s ability to communicate with acquaintances, and group-level variables including interdependence of group tasks, efficient allocation of group tasks and social presence, will significantly affect learners＂ perceptual learning.
出处
《现代远程教育研究》
CSSCI
2014年第3期87-93,107,共8页
Modern Distance Education Research
基金
教育部人文社会科学研究青年项目"网络学习成效整合预测模型的构建及实证分析"(13YJC880029)
关键词
在线协作学习
社会临场感
感知学习
回归分析
Online Collaborative Learning
Social Presence
Perceptual Learning
Stepwise Regression Analysis
