Students' characteristics, self-regulated learning, technology self-efficacy, and course outcomes in online learning
Students' characteristics, self-regulated learning, technology self-efficacy, and course outcomes in online learning
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DOI：
10.1080/01587919.2013.835779
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发表时间：
2013-11-01
影响因子：
7.3
通讯作者：
Ross, Margaret E.
中科院分区：
文献类型：
--
作者：
Wang, Chih-Hsuan;Shannon, David M.;Ross, Margaret E.
本研究旨在探讨学生特质、自我监控学习、科技自我效能与线上学习成效之关系。200名五十六学生参加了这项研究。所有参与者完成了一项在线调查，其中包括人口统计信息，修改后的动机策略学习问卷，在线技术自我效能量表，课程满意度问卷和最终成绩。研究人员使用结构方程模型来研究学生特征，自我调节学习，技术自我效能感和课程成果之间的关系。根据最终模型的结果，有过在线学习经验的学生在参加在线课程时往往有更有效的学习策略，因此，在他们的在线课程中有更高的动机水平。此外，当学生在他们的在线课程中有更高的动机水平时，他们的技术自我效能感和课程满意度也会提高。最后，学生的技术自我效能感和课程满意度水平较高，也获得了更好的最终成绩。根据研究结果，我们建议教师设计课程的方式，可以促进学生的自我调节的学习行为，在网上学习的设置和学生在网上课堂，在传统的课堂，留出定期的时间来集中在课程。此外，院校应提供方便使用者的网上学习平台和工作坊，以促进教与学的经验。
The purpose of this study was to examine the relationship among students' characteristics, self-regulated learning, technology self-efficacy, and course outcomes in online learning settings. Two hundred and fifty-six students participated in this study. All participants completed an online survey that included demographic information, the modified motivation strategies learning questionnaire, the online technology self-efficacy scale, the course satisfaction questionnaire, and the final grades. The researchers used structural equation modeling to examine relationships among student characteristics, self-regulated learning, technology self-efficacy, and course outcomes. Based on the results from the final model, students with previous online learning experiences tended to have more effective learning strategies when taking online courses, and hence, had higher levels of motivation in their online courses. In addition, when students had higher levels of motivation in their online courses, their levels of technology self-efficacy and course satisfaction increased. Finally, students with higher levels of technology self-efficacy and course satisfaction also earned better final grades. Based on the findings, we recommend that instructors design courses in a way that can promote students' self-regulated learning behaviors in online learning settings and that students in online classes, as in traditional classes, set aside a regular time to concentrate on the course. Also, institutions should provide user-friendly online learning platforms and workshops for instructors and students to facilitate the teaching and learning experiences.