摘要
作为在线教育质量的重要衡量指标,在线学习投入向来是在线教育领域的研究焦点。为量化评估在线学习投入的来龙去脉,基于127篇实证文献的160个独立研究和933,015个学习者样本,通过元分析方法对在线学习投入的前因和后效进行系统综述。结果显示:在线学习投入受学习者内、外在元素共同影响,且内在前因元素起主导作用。与此同时,学业能力和学习环境分别是学习者在线学习投入的最强内、外在诱因,且自我导向学习、自我调节学习、学习满意度对学习者在线学习投入的驱动作用尤为突出。深度学习是学习者在线学习投入的最强后效指标,而后依次为客观学业成效和主观学业成效。教育阶段和测量工具对学习者在线学习投入与其内、外在前因元素之间的关系具有一致性调节效应,且在基础教育情境下采用主流量表测量在线学习投入时上述关系均更强。此外,外在前因元素对学习者在线学习投入的影响会随着学习者年龄增长而减弱、随着农村生源占比提高而增强。
As an important indicator for measuring the quality of online education,online learning engagement has always been one of the focuses of online education research.In order to fully clarify the ins and outs of online learning engagement,this paper conducts a systematic quantitative evaluation of the antecedents and consequences of online learning engagement through a meta-analysis consisting of 127 empirical literature,160 independent studies and 933,015 learner samples.The results show that learners’online learning engagement is influenced by both internal and external factors,and internal factors play a leading role in improving learners’online learning engagement.Meanwhile,academic abilities and learning environments are the strongest internal and external antecedents for learners’online learning engagement respectively.Self-directed learning,self-regulated learning and learning satisfaction are particularly important incentives of learners’online learning engagement.Deep learning is the strongest consequence of online learning engagement,followed by objective academic performance and subjective academic performance.Education phases and measurement tools have consistent moderating effects on the relationships between online learning engagement and its internal as well as external antecedents.The above relationships are stronger in the context of basic education(compared with higher education),and when the mainstream scales(compared with other scales)are used to measure online learning engagement.Furthermore,the impact of external antecedent factors on online learning engagement will weaken as learners’age increases and strengthen as the proportion of rural learner increases.
作者
崔小雨
李辉
苏涛
Xiaoyu CUI;Hui LI;Tao SU(Police Training Department,Guangdong Police College,Guangzhou 510230,Guangdong;School of Public Security Management,People’s Public Security University of China,Beijing 100038;School of Management,Guangdong University of Technology,Guangzhou 510520,Guangdong)
出处
《中国教育信息化》
2025年第12期107-118,共12页
Chinese Journal of ICT in Education
基金
国家社会科学基金2022年度教育学西部项目“西北民族地区生态移民子女义务教育适应性研究”(编号:BMX220337)。
关键词
在线学习投入
内在元素
外在元素
深度学习
学业成效
元分析
调节效应
Online learning engagement
Internal factors
External factors
Deep learning
Academic performance
Meta-analysis
Moderating effects
