Relationship between Learning Consciousness and Performance in Blended and Online Learning with and without CMC-based Learner-Centered Communication
Relationship between Learning Consciousness and Performance in Blended and Online Learning with and without CMC-based Learner-Centered Communication
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有或没有基于 CMC 的以学习者为中心的沟通的混合学习和在线学习中学习意识与绩效之间的关系
DOI：
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发表时间：
2007
期刊：
影响因子：
--
通讯作者：
Kinnya Tamaki
中科院分区：
文献类型：
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作者：
M. Yamada;Yutaka Saito;Y. Horiuchi;Toshihiko Gondo;Kinnya Tamaki
本研究比较了四种类型的课程（有和没有以学习者为中心的CMC的混合学习、有和没有以学习者为中心的CMC的在线学习）。然后从两个方面考察了每节课的效果，一是学习者的自我意识，二是其他学习者的学习意识和学习动机。结果表明，混合学习等学习类型对以学习者为中心的CMC有显著影响。另一方面，知觉的学习意识和成绩之间的相关性没有得到证实。可以说，准备在线学习和预定的事件，如测试是重要的持续学习。
This study compares four types of classes (Blended learning with and without learnercentered CMC, Online learning with and without learner-centered CMC). We then investigated the effect of each class based on two points; one is self consciousness of learning, the other is other learners’ consciousness of learning consciousness and motivation. The result showed that the learning type such as blended learning has a significant effect on learner-centered CMC. The correlation, on the other hand, was not confirmed between perceived learning consciousness and performance. It can be said that preparation for online learning and scheduled events such as test are important for continuous learning.
影响因子：
4.9
作者：
PINTRICH, PR;DEGROOT, EV
通讯作者：
DEGROOT, EV