Supporting Learning Engagement with Online Students
Supporting Learning Engagement with Online Students
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DOI：
10.24059/olj.v22i4.1384
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发表时间：
2018-12-01
期刊：
影响因子：
4
通讯作者：
Rich, Leigh E.
中科院分区：
文献类型：
--
作者：
Buelow, Janet R.;Barry, Thomas;Rich, Leigh E.
大学生越来越希望传统教学课程能够在线提供。虽然在线课程的格式和组织已经制定了质量标准，但教授们常常想知道哪些活动有助于在线学生的学习参与。为了调查这个问题，在一所州立大学对春季学期参加在线课程的所有学生进行了在线调查。共有 417 名学生完成了调查，其中包括三个学习参与度标准化量表变量和两个开放式问题。与学生报告的学习参与度相关的具有统计显着性的课程活动包括那些改变他们对主题或概念的理解、将他们的学习与社会问题联系起来、将他们的学习与以前的经验和知识联系起来以及被解释为有趣的活动。使用这些变量以及学生年龄、性别和校外工作的控制变量的回归模型得出的 R-2 为 0.484，这表明学习参与度中几乎一半的方差可以通过该模型来解释。对开放式问题的回答分析表明，学生发现在线讨论和互动作业的某些方面很有吸引力，特别是那些促使学生提出与现实世界情况相关的发人深省的问题，并邀请学生分享不同观点并发展个人观点的内容。
University students increasingly desire that traditionally taught courses be made available online. While quality standards have been developed for the format and organization of online courses, professors often are left wondering what activities contribute to learning engagement for online students. To investigate this question, an online survey of all students taking an online course during a spring semester was conducted in one state university. A total of 417 students completed the survey, which included three standardized scale variables for learning engagement and two open-ended questions. Course activities that had statistical significance in relationship to students' reported learning engagement include those that changed their understanding of a topic or concept, connected their learning to societal problems, linked their learning to prior experiences and knowledge, and were interpreted as fun. A regression model using these variables, along with control variables of student age, gender, and out-of-school work, resulted in an R-2 of 0.484, suggesting that almost half of the variance in learning engagement can be explained via this model. Analysis of responses to the open-ended questions revealed that students found certain aspects of online discussions and interactive assignments engaging, especially those that prompted students with thought-provoking questions that relate to real-world situations and invited students to share diverse opinions and develop personal perspectives.