共查询到18条相似文献，搜索用时 578 毫秒
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混合学习强调线下课堂教学和线上自主学习的混合以实现优势互补,其中学习者的在线自我调节学习能力显得异常重要。文章旨在揭示学习者的在线自我调节学习能力存在哪些潜在类别,不同类别学习者是否具有不同的在线自我调节学习行为过程模型,以及这对于在线自我调节学习环境的设计有何启示。研究首先对239名学习者的在线自我调节学习能力进行测评,然后使用潜在剖面分析方法对测评数据进行分析,发现样本学习者可以分为高、中、低三种不同水平的自我调节学习剖面类别。然后分别对三种类别学习者的在线自我调节学习行为数据进行过程挖掘,研究发现:(1)学习者的自我调节学习能力更多体现在执行阶段的行为上;(2)中高水平自我调节学习者的在线学习行为表现出更强的认知和元认知策略;(3)高水平自我调节学习者体现出更有效的时间管理策略与更强的整体规划能力。因此,在线自我调节学习环境需要引入自适应支持机制,为学习者提供适应性的过程和策略支持。 相似文献
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远程教育是一种基于计算机网络的以学习者为中心的学习环境的教育形式,这种环境下的学习是一种更加充分体现自我调节学习特点的学习.自我调节学习是对学习过程进行自主性的控制和调节,有计划地学习并采取必要的学习步骤,而且能自我调节、自我反馈和自我评价.本文在对远程教育中信息交互模式和自我调节学习循环模型分析的基础上,指出学习者在远程教育中进行自我调节学习所面临的三大困境,并针对性地提出解决的策略. 相似文献
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近年来,众多学者将学习分析应用于自我调节学习以优化学习过程和学习效果,但当前学习分析的应用多以数据为驱动,尚未涉及学习者内在要素的变化规律,无法得知学习分析是如何影响自我调节学习的。为回答该问题,研究首先基于现有研究和理论归纳学习分析与自我调节学习的内在联系。其次,以学习分析的普遍应用模式为背景,收集学习者自我调节学习后的反思和访谈数据,利用认知网络分析和语义分析挖掘自我调节学习受学习分析影响的要素变化规律和各阶段触发特征。最后,总结变化规律和触发特征得到学习分析对自我调节学习的影响机理。结果表明,学习分析介入后,切实促进了自我调节学习各要素的融合,且在自我调节学习的不同阶段,学习分析触发自我调节学习发生的起点和路径存在差异。研究结论为促进学习分析更深入地支持自我调节学习提供了发展方向和理论依据。 相似文献
4.
自我调节学习是成功的在线学习的关键,教师支持作为一个重要的社会性支持因素,对在线学习者的自我调节学习具有重要影响。基于327名大学生的问卷调查数据分析发现,在线学习者感知的教师支持处于中等程度,其自我调节学习水平不高;教师支持对在线学习者的自我调节学习具有显著正向作用;教师的自主支持和认知支持直接影响在线学习者的自我调节学习,而情感支持通过自主支持和认知支持起到间接影响作用。基于此,在在线学习中,需要加强对学习者自我调节学习的诊断和干预,构建以自我调节学习为导向的教师支持体系,优化教师支持实践策略。 相似文献
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本研究基于自我调节学习理论,并根据笔者讲授统计学的经验,总结出在现行课堂结构下嵌入对非专家型学习者自我调节学习能力培养的策略和途径。这些策略和途径主要关注影响自我调节学习的个人因素的培养,包括学习者的自我效能感、学习策略和学习目标,这些策略和途径在课堂环境下具有较强的操作性和指导性。 相似文献
7.
自我调节学习已经成为西方教育心理学和学习心理学研究领域中的一个热点。自我调节学习不仅仅表现为学习者学习过程中的具体行为策略,稳定的自我调节系统也成为学习者本人的一种优秀个性品质,构成其人格的核心。不同学者对小学生自我调节学习具有不同的理论观点。小学生自我调节学习指导具有重要性、可能性和可行性。影响小学生自我调节学习的因素包括个体内部因素和环境外部因素。小学生自我调节学习指导的具体策略包括师生责任转变、指导利用时间、演示教授技巧、与课程的整合、提供社会支持等策略。 相似文献
8.
支持、促进自我调节学习发展是学习分析重要的应用领域之一，但当前学习分析重点着眼于“发送者”的服务质量，多以教师或研究者的视角为学习者的自我调节学习提供支持。相比之下，立足于学习者视角关注学习分析是否真正支持了自我调节学习的发生更具价值。为回答这一问题，研究依据建构主义理论的反馈模型，提出以学习者为核心的学习分析支持自我调节学习的效能分析初始框架；其次，采用德尔菲法确立分析效能的层次和维度（三个层次、七个维度）；最后，研究讨论了效能分析框架的分析工具，并以应用案例展示了其在实际教学中的实践价值和指导意义。结果表明，效能分析框架拓展了自我调节学习的评价范畴，更有利于帮助研究者发现学习者的内在学习机理，打破实证中的“黑箱”现象，为理性看待学习分析、促进学习分析支持自我调节学习提供依据。 相似文献
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关于远程学习效能感及其相关因素的研究 总被引：11，自引：0，他引：11
在远程教育中,学生和教师要借助通讯技术系统来超越空间、时间以及情境上的距离,实现有效的交互。以问卷法考察学习者的远程学习效能感及其与其他学习者特征和远程学习收获的关系表明,学习者持有相对积极的远程学习效能感,这种远程学习效能感与其内在学习动机、自我调节学习能力有密切关系。远程学习效能感、自我调节学习能力和计算机技能对远程学习收获有显著的预测作用。 相似文献
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自我调节学习的影响因素及促进策略 总被引：1，自引：0，他引：1
温少梅 《潍坊教育学院学报》2007,20(4):77-79
自我调节学习是顺应时代要求而产生的、由学习者积极主动去获得知识和技能的一种学习方式。本文从学习目标、任务价值、自我效能感、归因及自我调节学习策略的类型等五个方面分析了影响自我调节学习的因素,并提出了几种促进学生自我调节学习的策略。 相似文献
11.
Lanqin Zheng 《Asia Pacific Education Review》2016,17(2):187-202
This meta-analysis examined research on the effects of self-regulated learning scaffolds on academic performance in computer-based learning environments from 2004 to 2015. A total of 29 articles met inclusion criteria and were included in the final analysis with a total sample size of 2648 students. Moderator analyses were performed using a random effects model that focused on the three main areas of scaffold characteristics (including the mechanism, functions, delivery forms, mode, and number of scaffolds; how to promote self-regulated learning by scaffolds); demographics of the selected studies (including sample groups, sample size, learning domain, research settings, and types of computer-based learning environments); and research methodological features (including research methods, types of research design, types of organization for treatment, and duration of treatment). Findings revealed that self-regulated learning scaffolds in computer-based learning environments generally produced a significantly positive effect on academic performance (ES = 0.438). It is also suggested that both domain-general and domain-specific scaffolds can support the entire process of self-regulated learning since they demonstrated substantial effects on academic performance. Different impacts of various studies and their methodological features are presented and discussed. 相似文献
12.
超媒体环境下自主学习有效干预模式研究——扶助式学习与英语阅读 总被引：1，自引：0，他引：1
近年来,自主学习逐渐成为学术界的一个热点问题。然而,超媒体环境下自主英语学习的有效干预模式研究却为数不多。本研究探讨超媒体环境下扶助式学习与英语阅读的关系,某综合性高校经选取的某班30名大学本科学生被随机分为两组：即无扶助学习组（NS）及概念建构组（CS）,均要求在半小时的时间内在超媒体环境下学习有关美国文化的内容。数据收集工具为有声思考法。结果显示,30分钟的自主阅读过程中,CS组的学生无论是在学习计划、学习监控,还是学习策略的使用上,都显著的高于NS组的学生;两组同学在各项学习监控指标上都呈下降趋势。研究结果还证明,有声思考法是考察超媒体环境下自主阅读过程的有效方法。 相似文献
13.
Roger Azevedo Daniel C. Moos Jeffrey A. Greene Fielding I. Winters Jennifer G. Cromley 《Educational technology research and development : ETR & D》2008,56(1):45-72
We examined how self-regulated learning (SRL) and externally-facilitated self-regulated learning (ERL) differentially affected
adolescents’ learning about the circulatory system while using hypermedia. A total of 128 middle-school and high school students
with little prior knowledge of the topic were randomly assigned to either the SRL or ERL condition. Learners in the SRL condition
regulated their own learning, while learners in the ERL condition had access to a human tutor who facilitated their self-regulated
learning. We converged product (pretest-posttest shifts in students’ mental models and declarative knowledge measures) with process (think-aloud protocols) data to examine the effectiveness of self- versus externally-facilitated regulated learning. Findings
revealed that learners in the ERL condition gained statistically significantly more declarative knowledge and that a greater
number of participants in this condition displayed a more advanced mental model on the posttest. Verbal protocol data indicated
that learners in the ERL condition regulated their learning by activating prior knowledge, engaging in several monitoring
activities, deploying several effective strategies, and engaging in adaptive help-seeking. By contrast, learners in the SRL
condition used ineffective strategies and engaged in fewer monitoring activities. Based on these findings, we present design
principles for adaptive hypermedia learning environments, engineered to foster students’ self-regulated learning about complex
and challenging science topics.
Roger Azevedo is an Associate Professor in the Department of Psychology at the University of Memphis. His research interests include the role of self-regulated learning about challenging science topics with open-ended learning environments and using computers as metacognitive tools for enhancing learning. Daniel C. Moos is an Assistant Professor in the Department of Education at Gustavus Adolphus College. His research interests include the role of prior knowledge and motivation, and self-regulated learning with computer-based learning environments. Jeffrey A. Greene is an Assistant Professor in the School of Education at University of North Carolina, Chapel Hill. His research interests include the epistemic and ontologic cognition, quantitative methods, cognition and learning, and self-regulated learning with computer-based learning environments. Fielding I. Winters is a doctoral student in the Department of Human Development at the University of Maryland. Her research interests include students’ learning about science with computer-based learning environments. Jennifer G. Cromley is an Assistant Professor in the Department of Psychological Studies in Education at Temple University. Her research interests include the reading comprehension, adolescent literacy, applied educational statistics and measurement, and self-regulated learning. 相似文献
| Roger AzevedoEmail: |
Roger Azevedo is an Associate Professor in the Department of Psychology at the University of Memphis. His research interests include the role of self-regulated learning about challenging science topics with open-ended learning environments and using computers as metacognitive tools for enhancing learning. Daniel C. Moos is an Assistant Professor in the Department of Education at Gustavus Adolphus College. His research interests include the role of prior knowledge and motivation, and self-regulated learning with computer-based learning environments. Jeffrey A. Greene is an Assistant Professor in the School of Education at University of North Carolina, Chapel Hill. His research interests include the epistemic and ontologic cognition, quantitative methods, cognition and learning, and self-regulated learning with computer-based learning environments. Fielding I. Winters is a doctoral student in the Department of Human Development at the University of Maryland. Her research interests include students’ learning about science with computer-based learning environments. Jennifer G. Cromley is an Assistant Professor in the Department of Psychological Studies in Education at Temple University. Her research interests include the reading comprehension, adolescent literacy, applied educational statistics and measurement, and self-regulated learning. 相似文献
14.
和学仁 《昆明师范高等专科学校学报》2009,31(1):99-102
概念图应用、自主学习及其教学设计均是当前教育技术领域的研究热点。通过一种“教师导学→小组自主探究→学生自主绘制→小组汇总概念图→教师总结评价”的自主学习教学设计和教学实践发现：用概念图作为教学设计工具,能够较好地发挥自主学习的特征,有效实现自主学习目的,促使学生产生有意义学习。概念图工具与自主学习方法可以在教学中得到完满的结合。 相似文献
15.
This study investigated the relationship between the development of students’ self-regulated learning and students’ perceptions of the learning environment in terms of autonomy support, the emphasis on relevance and collaborative learning. In addition, we compared innovative learning environments that aim to enhance self-regulated learning with traditional learning environments. Questionnaires for measuring self-regulated learning and perceptions of the learning environment were administered by 648 students. Self-regulated learning was measured at the start of secondary education and again half way through the first year. The results point to the importance of how students perceive the learning environment for self-regulated learning. There was a positive relationship between autonomy support and relevance and self-regulated learning. Furthermore, students in innovative environments perceived more autonomy support, more emphasis on relevance and more collaborative learning than those in traditional environments. Students in innovative environments, however, reported no more self-regulated learning than students in traditional environments. 相似文献
16.
Self-Regulated Learning in Technology-Enhanced Learning Environments: lessons of a European peer review 总被引：1，自引：0，他引：1
KARL STEFFENS 《European Journal of Education》2006,41(3-4):353-379
This article first describes the state-of-the-art of model building and empirical research in the field of self-regulated learning (SRL) and then focuses on self-regulated learning in Technology-Enhanced Learning Environments (TELEs). We present recent research results obtained in a European project (TELEPEERS) in the context of which we evaluated TELEs in a peer review manner with respect to their potential for supporting self-regulated learning. In addition, data were obtained on a sample of TELEPEERS students working in these environments and comparative analyses were made across the European project partners. 相似文献
17.
Nancy J. Stone 《Educational Psychology Review》2000,12(4):437-475
The calibration and self-regulated learning literatures were reviewed. Calibration is a measure of how accurately individuals assess their confidence in their own knowledge. Self-regulated learning is a process of developing goals, using strategies, and monitoring performance in order to complete tasks. Individual characteristics, self-testing, and feedback are common components of both calibration and self-regulated learning; however, the specific aspects of these components often differ. Different levels of calibration might suggest different applications of self-regulated learning or different phases in task completion or learning. Certain types of self-regulation might impact calibration. These reciprocal effects between calibration and self-regulation are unclear and should be evaluated. Determining whether self-regulated learners can and should become well calibrated also is an important instructional design issue. Suggestions for research are presented. 相似文献
18.
元认知包括对认知的知识、认知的体验和认知的监控及调节三个方面,其核心思想是对认知过程的自我调节。学习不仅仅是认知过程,同时也是对该认知过程进行积极监控及调节的元认知过程。元认知被认为是自主学习的关键过程,是促进学习的关键要素。虚拟学习社区(简称VLC)中的自主学习活动是其学习活动的核心内容之一,是其他学习活动(如协作学习活动)开展的基础。文章从VLC、元认知和学习的内部心理机制及规律出发,研究元认知视角下的VLC中自主学习活动和学习环境设计,提出了VLC中自主学习活动的元认知调控内部循环过程模型和基于元认知的自主学习活动过程模型以及基于元认知和自主学习活动的VLC学习环境功能模型。 相似文献