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自我调节学习对MOOC和SPOC学习满意度的影响研究:三种教学交互和任务价值的链式中介作用

【作者】 赵一倩

【导师】 田媛;

【作者基本信息】 华中师范大学, 发展与教育心理学, 2019, 硕士

【摘要】 近年来,随着我国对教育信息化的重视和推进,高等教育在理念、环境、教学资源和学习方式上都有所变革,越来越多的高校和机构发展并利用现代化技术实现智能化教学,我国慕课数量和应用规模已达到世界第一。与此同时,基于MOOC与传统课堂相结合的SPOC也开始逐渐应用于高校教学中。国内外众多学者从产品或服务的观点看待MOOC或SPOC等形式的网络教学,而学习者作为受众主体,对这一产品或服务的满意度是衡量其优劣的重要指标,这对于MOOC或SPOC等形式的网络教学在日后的发展至关重要。因此,从学习者自身以及课程质量两方面的因素,探究MOOC和SPOC学习满意度的影响机制是具有理论和现实意义的。通过对前人的研究梳理,本研究提出了自我调节学习通过三种教学交互和任务价值的链式中介影响MOOC和SPOC学习满意度的假设模型。选取了在中国大学MOOC平台上参加《心理学:我知无不言,它妙不可言》课程的学习者作为研究对象,其中,410位学习者参与为期9周的MOOC学习,180位学习者参与为期13周的SPOC学习,SPOC课程包括9周的网络课堂以及4周的传统面授课堂。在学习者完成全部课程后,采用问卷法对学习者的自我调节能力、三种教学交互(即学习者-学习者交互、学习者-指导者交互、学习者-内容交互)、感知到的任务价值以及MOOC或SPOC学习满意度进行了测量,并用SPSS21.0和Mplus7.0对数据进行了分析。研究一考察了 MOOC学习满意度的影响机制,结果表明:学习者的自我调节学习能力可以显著正向预测MOOC学习满意度,可以通过三条中介路径对MOOC学习满意度产生影响,分别是学习者-指导者交互的简单中介、任务价值的简单中介、以及学习者-内容交互→任务价值的链式中介作用。而另外两种交互,即学习者-学习者交互和学习者-指导者交互的中介作用不显著。研究二考察了SPOC学习满意度的影响机制,结果表明:学习者的自我调节学习能力可以显著正向预测SPOC学习满意度,可以通过五条中介路径对SPOC学习满意度产生影响,其中三条路径:学习者-指导者交互的简单中介、学习者-内容的简单中介、以及学习者-内容→任务价值的链式中介作用的结果显著;另外两条路径:学习者-学习者交互→任务价值的链式中介、学习者-指导者交互→任务价值的链式中介的结果呈边缘显著。最后,本研究对MOOC和SPOC两种模式下网络学习满意度的影响机制进行了比较并讨论其异同。

【Abstract】 In recent years,as education informatization has been being taken seriously and promoted,the higher education has a series of changes on the education idea,environment,instructional resources and teaching modes.A growing number of colleges and institutions begin to develop and use modern technology to realize intelligent teaching and learning,the quantity and scale of MOOC has been No.l in the world,in the meantime,based on the MOOC combined with traditional classroom SPOC,which combines MOOC with traditional classes,are gradually applied in the courses of the colleges and universities.Many scholars at home and abroad regard MOOC,SPOC or other forms of e-learning as a product or service,and as customers or users,learners satisfaction with the product or service can be the key factor to predicting whether it is good or better.What’s more,it matters the its development in the future.Therefore,it is important to explore and research the effects on satisfaction about MOOC&SPOC,and theirs underlying mechanism,which has both theoretical and practical significance.Based on the former research,this study proposed the model which presents how self-regulated influence on MOOC&SPOC satisfaction with the serial mediating role of both three types of instructional interaction and task value.Learners who participated in the course of general psychology via the Chinese MOOC of colleges and universities was recruited for the study.410 learners of them participated in MOOC for 9 weeks,while 180 learners of them participated in SPOC for 13 weeks,including online learning for 9 weeks and traditional face-to-face class for 4 weeks.When the learners completing all courses,the self-regulated learning,three types of interaction,task value and the satisfaction of MOOC or SPOC were measured by questionnaires and analyzed by SPSS21.0 and Mplus7.0.In the first study,the influence mechanism of satisfaction with MOOC was investigated.The results show that learners’ self-regulated learning can significantly predict satisfaction with MOOC.The effects of self-regulated learning on MOOC satisfaction was explained by three indirect paths:the simple mediating role of learner-content interaction,the simple mediating role of task value respectively,besides,the serial mediating role of both learner-content interaction and task value.But,the effects of learner-learner interaction and learner-instructor interaction were not significant.In the second study,the influence mechanism of satisfaction with SPOC was investigated.The results show that learners’ self-regulated learning can significantly predict satisfaction with MOOC.The effects of self-regulated learning on MOOC satisfaction was explained by five indirect paths,three of them was significant:the simple mediating role of learner-instructor interaction,the simple mediating role of learner-content respectively.Besides,the serial mediating role of both learner-content interaction and task value;besides,two of them was marginal significant:the serial mediating role of both learner-learner interaction and task value,the serial mediating role of both learner-instructor interaction and task value.Finally,the similarities and differences between the influence mechanism of MOOC satisfaction and SPOC satisfaction are compared and discussed.

  • 【网络出版投稿人】 华中师范大学
  • 【分类号】G434;G442
  • 【被引频次】1
  • 【下载频次】577
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