Students’ self-regulated learning at home during pandemic-related school closures

因疫情导致学校停课期间学生在家自主学习

• 批准号: 470282638
• 负责人: Dr. Ilka Wolter
• 金额: --
• 依托单位: Leibniz-Institut für Bildungsverläufe e.V. (LIfBi)
• 依托单位国家: 德国
• 项目类别: Research Grants
• 财政年份: 2021
• 资助国家: 德国
• 起止时间: 2020-12-31 至 2022-12-31
• 项目状态: 已结题
• 来源: https://gepris.dfg.de/gepris/projekt/470282638?language=en
• 关键词: Students; self; regulated; learning; home

Students, families, and teachers were facing manifold demands to reorganize learning at home under varying supervision due to the pandemic-related school closures. Not only teachers but also parents were confronted with challenges and were sometimes struggling with adequately supporting children. Students often had to self-organize and self-regulate their learning in these times, yet success in coping with learning at home was not always achieved. For the planning and implementation of further measures and support it is therefore important to contemplate the conditions for successful learning and to identify students who are struggling under these circumstances. Given the long period of solo learning at home with huge variations in students’ characteristics, families’ support, teachers’ specifications, and the nature of the (digital) material and tools, it seems of utmost importance to reflect on necessary support and structure for the self-regulated learning process and to emphasize the quality of learning materials and instruction.The project aims at:1) Comparing primary and secondary school students' coping with learning at home as well as their parents’ reports of ways of communication with school, (digital) learning activities, and satisfaction with learning material in relation to two periods of learning at home in 2020, and about one year later in 2021;2) Placing special emphasis on students’ willingness to exert effort and learning enjoyment before, during, and eventually after the nationwide school closures and in relation to potential effects of learning contexts, and school-related factors;3) Identifying students at risk for struggling with learning at home considering socio-economic background, gender, prior performance, and motivation.Analyses will be based on longitudinal data from the German National Educational Panel Study (NEPS; Blossfeld, Roßbach & von Maurice, 2011) with two cohorts of students who were either in primary school or secondary school during the pandemic-related school closures. Since the information was gathered before and during the pandemic, we substantially expand our knowledge on prerequisites of different levels for successful learning at home and we will be able to identify students at risk. We will examine students’ willingness to exert effort and their learning enjoyment as well as individual characteristics as indicators of coping with challenges and of motivation to learn during periods of learning at home. Moreover, our project includes prerequisites of individuals as well as characteristics of families, and (to a certain extent for these cohorts) of schools and teaching to enhance our understanding of individuals’ learning processes in the pandemic. To that effect, the project focuses on the relevant factors for self-regulated learning with the goal to reflect on pedagogical implications for teachers and parents.

由于与流行病有关的学校关闭，学生、家庭和教师面临着在不同监督下重新组织在家学习的多方面要求。不仅教师，而且家长也面临着挑战，有时在为儿童提供充分支持方面遇到困难。学生往往不得不自我组织和自我调节他们的学习在这些时候，但成功地应付学习在家里并不总是实现。因此，为了规划和实施进一步的措施和支持，必须考虑成功学习的条件，并确定在这些条件下挣扎的学生。由于长期在家自学，学生的特点、家庭的支持、教师的要求以及（数字）材料和工具的性质都有很大的差异，因此思考自我调节学习过程所需的支持和结构以及强调学习材料和教学的质量似乎至关重要。 比较2020年及约一年后的2021年两段在家学习期间，中小学生在家学习的应付情况，以及家长对与学校沟通方式、（数码）学习活动及学习材料满意度的报告;2） 特别强调学生在全国学校关闭之前、关闭期间和最终关闭之后的努力意愿和学习乐趣，以及学习环境的潜在影响和学校相关因素;3） 根据社会经济背景、性别、先前的表现和动机，确定有在家学习困难风险的学生。分析将基于德国国家教育小组研究（NEPS; Blossfeld，Roßbach & von Maurice，2011）的纵向数据，其中两组学生在流行病相关学校关闭期间正在上小学或中学。由于有关资料是在疫情爆发前及期间收集，我们对成功在家学习的不同层面先决条件的认识大幅增加，我们将能够识别有风险的学生。我们会研究学生在在家学习期间的努力意愿、学习乐趣，以及个人特质，作为应付挑战和学习动机的指标。此外，我们的项目包括个人的先决条件以及家庭的特征，以及（在一定程度上对这些群体而言）学校和教学的特征，以加强我们对个人在大流行中学习过程的理解。为此，该项目侧重于自我调节学习的相关因素，目的是反思对教师和家长的教学影响。