摘要
探究社区是目前研究在线学习领域的重要议题,分析探究社区中三种存在感(教学存在、社会存在、认知存在)与在线自我调节学习的关系,对提升在线学习质量具有重要意义。基于元分析结构方程模型对国内外31篇实证文献进行统合性定量分析,结果发现:①教学存在对社会存在的作用、认知存在和在线自我调节学习的直接效应显著,同时也能够通过认知存在对在线自我调节学习产生间接的影响;②社会存在对在线自我调节学习的直接效应不显著;③认知存在对在线自我调节学习的直接效应显著;④教学存在能够通过社会存在和认知存在的链式中介作用对在线自我调节学习产生显著影响。基于此,我们提出如下建议:①充分发挥教学存在的作用,引导学生探寻问题的解决方案,及时进行调节和干预;②提升学习者的社会存在,营造活跃、轻松的协作学习氛围,让学习者积极参与交流活动;③发挥认知存在的“桥梁”作用,促进学习者的认知、态度与动机等个体水平因素的发展,实现学习者对知识内涵的深层建构。
The community of inquiry(CoI)proposed by Garrison is an important topic in the field of online learning.Analyzing the relationship between CoI(teaching presence,social presence and cognitive presence)and Online Self-regulated Learning is of great significance to improve the quality of online learning.Based on meta-analytical structural equation model(MASEM),a comprehensive quantitative analysis of 31 empirical literatures was conducted.Results showed that:①Teaching presence has a significant direct effect on social presence,cognitive presence and online self-regulated learning,and has an indirect effect on online self-regulated learning through cognitive presence;②The direct effect of social presence on online self-regulated learning is not significant;③The direct effect of cognitive presence on online self-regulated learning is significant;④Teaching presence has a significant impact on online self-regulated learning through social and cognitive presence.Based on the above findings,some suggestions are put forward:①Fully paying attention to teaching existence,and promoting the transformation of external adjustment to internal;②Building a communication platform to promote exchanges and interaction of learners,and maintaining social existence of learners;③Playing the“hub”role of cognitive existence,and cultivating learners’holographic concept by adjusting individual-level factors such as learners’cognition,attitude,and motivation.
作者
俞犇
张刚要
YU Ben;ZHANG Gangyao(College of Educational Science and Technology,Nanjing University of Posts and Telecommunications,Nanjing 210023,China)
出处
《开放学习研究》
2023年第3期31-37,共7页
Journal of Open Learning
