Learning presence: Towards a theory of self-efficacy, self-regulation, and the development of a communities of inquiry in online and blended learning environments
Learning presence: Towards a theory of self-efficacy, self-regulation, and the development of a communities of inquiry in online and blended learning environments
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DOI：
10.1016/j.compedu.2010.07.017
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发表时间：
2010-12-01
影响因子：
12
通讯作者：
Bidjerano, Temi
中科院分区：
文献类型：
--
作者：
Shea, Peter;Bidjerano, Temi
在这篇文章中，我们考察了探究社区框架(加里森，安德森和阿彻，2000)，建议通过更全面地阐述在线学习者的角色来改进该模型。我们对42所两年制和四年制院校的3165名在线课程和混合课程的学生进行了一项研究，考察了学习者自我效能感与他们在虚拟环境中的学习质量评级之间的关系。我们得出的结论是，在COL框架的各要素之间，以及我们称之为“学习存在”的一个新的理论结构的要素之间，存在着正向关系。我们认为，学习临场感代表了自我效能感等因素，以及支持在线学习者自我调节的其他认知、行为和动机结构。我们认为，这种对在线学习者的积极作用的重点分析可能有助于更全面地描述技术中介环境中的知识结构，扩大探究社区框架的描述和解释能力。学习呈现：走向自我效能感、自我调节的理论，以及在线和混合学习环境中探究社区的发展。(C)2010爱思唯尔有限公司。保留所有权利。
In this paper we examine the Community of Inquiry framework (Garrison, Anderson, & Archer, 2000) suggesting that the model may be enhanced through a fuller articulation of the roles of online learners. We present the results of a study of 3165 students in online and hybrid courses from 42 two- and four-year institutions in which we examine the relationship between learner self-efficacy measures and their ratings of the quality of their learning in virtual environments. We conclude that a positive relationship exists between elements of the Col framework and between elements of a nascent theoretical construct that we label "learning presence". We suggest that learning presence represents elements such as self-efficacy as well as other cognitive, behavioral, and motivational constructs supportive of online learner self-regulation. We suggest that this focused analysis on the active roles of online learners may contribute to a more thorough account of knowledge construction in technology-mediated environments expanding the descriptive and explanatory power of the Community of Inquiry framework. Learning presence: Towards a Theory of Self-efficacy, Self-regulation, and the Development of a Communities of Inquiry in Online and Blended Learning Environments. (c) 2010 Elsevier Ltd. All rights reserved.