网络视频课程中师生交互与大学生网络学习绩效的关系:学习自我效能感与学习动机的序列中介作用
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摘要
本研究基于建构主义学习理论,采用问卷调查法以湖北省武汉市两所大学四个年级544名参与网络课堂的大学生为被试,探讨网络师生交互与网络学习绩效之间的关系,以及网络学习自我效能感和网络学习动机在其中的序列中介作用。结果发现:(1)网络师生交互、网络学习自我效能感、网络学习动机与网络学习绩效两两之间均显著正相关;(2)网络师生交互对网络学习绩效的直接效应和间接效应均显著。间接效应包含了两条路径:通过网络学习自我效能感的部分中介作用和通过网络学习自我效能感-网络学习动机的序列中介作用。这一结论有助于理解网络师生交互对网络学习绩效的作用机制,为未来网络教育的开展提供建议。
In this study,we recruited 544 college students who participated in online course to explore the relationship between internet teacher-student interaction and online learning performance,and the mediating effect of the internet learning self-efficacy and internet learning motivation. The results show that:( 1) The relationship between each pair of internet teacher-student interaction,internet learning self-efficacy,internet learning motivation and online learning performance were all significantly positive;( 2) The internet teacher-student interaction not only had a direct effect on online learning performance,but also had an indirectly effect on online learning performance through two ways: through internet learning self-efficacy and through the chain mediating effect of the internet learning self-efficacy and the internet learning motivation. This study helps to understand the mechanism of internet teacher-student interaction on the online learning performance,and provide advice on the development of online education.
In this study,we recruited 544 college students who participated in online course to explore the relationship between internet teacher-student interaction and online learning performance,and the mediating effect of the internet learning self-efficacy and internet learning motivation. The results show that:( 1) The relationship between each pair of internet teacher-student interaction,internet learning self-efficacy,internet learning motivation and online learning performance were all significantly positive;( 2) The internet teacher-student interaction not only had a direct effect on online learning performance,but also had an indirectly effect on online learning performance through two ways: through internet learning self-efficacy and through the chain mediating effect of the internet learning self-efficacy and the internet learning motivation. This study helps to understand the mechanism of internet teacher-student interaction on the online learning performance,and provide advice on the development of online education.
引文
Abeer,W.,&Miri,B.(2014).Students'preferences and views about learning in a MOOC.Paper presented at the ERPA International Congress on Education.Retrieved from http://creativecommons.org/licenses/by-nc-nd/3.0/.
Bandura,A.(1977).Self-efficacy:Toward a unifying theory of behavioral change.Psychological Review,84(2),191-215.
Bandura,A.(1993).Perceived self-efficacy in cognitive development and functioning.Educational Psychologist,28(2),117-148.
Boling,E.C.,Hough,M.,Krinsky,H.,Saleem,H.,&Stevens,M.(2012).Cutting the distance in distance education:Perspectives on what promotes positive,online learning experiences.The Internet and Higher Education,15(2),118-126.
Bryant,J.,&Bates,A.J.(2015).Creating a constructivist online instructional environment.TechTrends,59(2),17-22.
Caprara,G.V.,Vecchione,M.,Alessandri,G.,Gerbino,M.,&Barbaranelli,C.(2011).The contribution of personality traits and self-efficacy beliefs to academic achievement:A longitudinal study.British Journal of Educational Psychology,81(1),78-96.
Cetin-Dindar,A.(2015).Student motivation in constructivist learning environment.Eurasia Journal of Mathematics,Science and Technology Education,12(2),233-247.
Cook,D.A.,&Artino,A.R.(2016).Motivation to learn:An overview of contemporary theories.Medical Education,50(10),997-1014.
Cummings,C.,Mason,D.,Shelton,K.,&Baur,K.(2017).Active learning strategies for online and blended learning environments.In J.Keengwe(Ed.),Flipped instruction:Breakthroughs in research and practice(pp.88-114).PA:IGI Global.
Deng,R.,&Benckendorff,P.(2017).A contemporary review of research methods adopted to understand students'and instructors'use of massive open online courses(MOOCs).International Journal of Information and Education Technology,7(8),601-607.
Domagk,S.,Schwartz,R.N.,&Plass,J.L.(2010).Interactivity in multimedia learning:An integrated model.Computers in Human Behavior,26(5),1024-1033.
Frith,C.(1997).Motivation to learn.Retrieved 16.01.2014 from http://general.utpb.edu/FAC/keast_d/Tunebooks/pdf/Motivation.pdf
Hayes,A.F.(2012).Process:A versatile computational tool for observed variable mediation,moderation,and conditional process modeling.From http://imaging.mrc-cbu.cam.ac.uk/statswiki/FAQ/SobelTest,2012.
Hew,K.F.,&Cheung,W.S.(2014).Students’and instructors’use of massive open online courses(MOOCs):Motivations and challenges.Educational research review,12(Supplement C),45-58.
Jacobs,A.J.(2013).Two cheers for Web U.New York Times,162(56113),1-7.
Jashapara,A.,&Tai,W.-C.(2011).Knowledge mobilization through e-learning systems:Understanding the mediating roles of selfefficacy and anxiety on perceptions of ease of use.Information Systems Management,28(1),71-83.
Joo,Y.-J.,Bong,M.,&Choi,H.-J.(2000).Self-efficacy for selfregulated learning,academic self-efficacy,and internet self-efficacy in web-based instruction.Educational Technology Research and Development,48(2),5-17.
Kuo,Y.C.,Walker,A.E.,Schroder,K.E.,&Belland,B.R.(2014).Interaction,internet self-efficacy,and self-regulated learning as predictors of student satisfaction in online education courses.The Internet and Higher Education,20,35-50.
Lee,J.K.,&Lee,W.K.(2008).The relationship of e-learner’s selfregulatory efficacy and perception of e-learning environmental quality.Computers in Human Behavior,24(1),32-47.
Maddux,J.E.(2016).Self-efficacy:The power of believing you can.In C.R.Snyder&S.J.Lopez(Eds.),Handbook of positive psychology(pp.55-60).New York:Oxford University Press.
Martin,F.,&Bolliger,D.U.(2018).Engagement matters:Student perceptions on the importance of engagement strategies in the online learning environment.Online Learning,22(1),205-222.
Mega,C.,Ronconi,L.,&De Beni,R.(2014).What makes a good student?How emotions,self-regulated learning,and motivation contribute to academic achievement.Journal of Educational Psychology,106(1),121-131.
Pintrich,P.R.(2000).Multiple goals,multiple pathways:The role of goal orientation in learning and achievement.Journal of Educational Psychology,92(3),544-555.
Toven-Lindsey,B.,Rhoads,R.A.,&Lozano,J.B.(2015).Virtually unlimited classrooms:Pedagogical practices in massive open online courses.The Internet and Higher Education,24,1-12.
Vygotsky,L.S.(1978).Mind in society:The development of higher mental process.Cambridge MA:Harvard University Press.
Wigfield,A.,&Eccles,J.S.(2000).Expectancy-value theory of achievement motivation.Contemporary Educational Psychology,25(1),68-81.
Wilson,B.G.(1996).Introduction:What is a constructivist learning environment?In B.G.Wilson(Ed.),Constructivist Learning Environments(pp.3-8).Englewood Cliffs,NJ:Educational Technology Publications.
陈吉荣.(2016).国外慕课研究最新发展述评.外语教学与研究,48(1),118-127.
陈琦,张建伟.(1998).建构主义学习观要义评析.华东师范大学学报(教育科学版),6(1),61-68.
陈勇.(2008).网络外语学习中的动机研究(硕士学位论文).上海外国语大学.
方杰,张敏强,邱皓政.(2012).中介效应的检验方法和效果量测量:回顾与展望.心理发展与教育,28(1),105-111.
贾斌.(2014).师生交互对网络学习绩效的影响研究(硕士学位论文).聊城大学.
贾斌,徐恩芹,张景生.(2013).国内学习绩效研究发展综述.电化教育研究,34(11),53-58.
雷玉菊,周宗奎,田媛.(2017).网络学习环境下学习者的动机信念对学习投入的影响.中国电化教育,195(2),82-88.
林毅夫.(2014).挖掘慕课所蕴含的重大机遇.In汤敏(Ed.),慕课革命互联网如何变革教育(Vol.1).北京:中信出版社.
石茹.(2015).交互质量知觉,动机信念与学习满意度的关系研究:情绪的中介作用(硕士学位论文).华中师范大学,武汉.
孙洪涛,郑勤华,陈丽.(2016).中国MOOCs教学交互状况调查研究.开放教育研究,22(1),72-79.
谢幼如,刘春华,朱静静,尹睿.(2011).大学生网络学习自我效能感的结构,影响因素及培养策略研究.电化教育研究,213(10),30-34.
熊红星,张璟,叶宝娟,郑雪,孙配贞.(2012).共同方法变异的影响及其统计控制途径的模型分析.心理科学进展,20(5),757-769.
徐恩芹.(2016).师生交互影响网络学习绩效的实证分析.电化教育研究,37(9),61-68.
阎秋娟.(2016).国内慕课(MOOCs)研究进展.图书馆理论与实践,195(1),19-24.
尹睿,许丹娜.(2011).网络学习环境与大学生学习自我效能感关系的研究报告.电化教育研究,220(8),46-52.
张金磊,王颖,张宝辉.(2012).翻转课堂教学模式研究.远程教育杂志,4(4),46-51.
郑云翔.(2015).新建构主义视角下大学生个性化学习的教学模式探究.远程教育杂志,33(4),48-58.
Bandura,A.(1977).Self-efficacy:Toward a unifying theory of behavioral change.Psychological Review,84(2),191-215.
Bandura,A.(1993).Perceived self-efficacy in cognitive development and functioning.Educational Psychologist,28(2),117-148.
Boling,E.C.,Hough,M.,Krinsky,H.,Saleem,H.,&Stevens,M.(2012).Cutting the distance in distance education:Perspectives on what promotes positive,online learning experiences.The Internet and Higher Education,15(2),118-126.
Bryant,J.,&Bates,A.J.(2015).Creating a constructivist online instructional environment.TechTrends,59(2),17-22.
Caprara,G.V.,Vecchione,M.,Alessandri,G.,Gerbino,M.,&Barbaranelli,C.(2011).The contribution of personality traits and self-efficacy beliefs to academic achievement:A longitudinal study.British Journal of Educational Psychology,81(1),78-96.
Cetin-Dindar,A.(2015).Student motivation in constructivist learning environment.Eurasia Journal of Mathematics,Science and Technology Education,12(2),233-247.
Cook,D.A.,&Artino,A.R.(2016).Motivation to learn:An overview of contemporary theories.Medical Education,50(10),997-1014.
Cummings,C.,Mason,D.,Shelton,K.,&Baur,K.(2017).Active learning strategies for online and blended learning environments.In J.Keengwe(Ed.),Flipped instruction:Breakthroughs in research and practice(pp.88-114).PA:IGI Global.
Deng,R.,&Benckendorff,P.(2017).A contemporary review of research methods adopted to understand students'and instructors'use of massive open online courses(MOOCs).International Journal of Information and Education Technology,7(8),601-607.
Domagk,S.,Schwartz,R.N.,&Plass,J.L.(2010).Interactivity in multimedia learning:An integrated model.Computers in Human Behavior,26(5),1024-1033.
Frith,C.(1997).Motivation to learn.Retrieved 16.01.2014 from http://general.utpb.edu/FAC/keast_d/Tunebooks/pdf/Motivation.pdf
Hayes,A.F.(2012).Process:A versatile computational tool for observed variable mediation,moderation,and conditional process modeling.From http://imaging.mrc-cbu.cam.ac.uk/statswiki/FAQ/SobelTest,2012.
Hew,K.F.,&Cheung,W.S.(2014).Students’and instructors’use of massive open online courses(MOOCs):Motivations and challenges.Educational research review,12(Supplement C),45-58.
Jacobs,A.J.(2013).Two cheers for Web U.New York Times,162(56113),1-7.
Jashapara,A.,&Tai,W.-C.(2011).Knowledge mobilization through e-learning systems:Understanding the mediating roles of selfefficacy and anxiety on perceptions of ease of use.Information Systems Management,28(1),71-83.
Joo,Y.-J.,Bong,M.,&Choi,H.-J.(2000).Self-efficacy for selfregulated learning,academic self-efficacy,and internet self-efficacy in web-based instruction.Educational Technology Research and Development,48(2),5-17.
Kuo,Y.C.,Walker,A.E.,Schroder,K.E.,&Belland,B.R.(2014).Interaction,internet self-efficacy,and self-regulated learning as predictors of student satisfaction in online education courses.The Internet and Higher Education,20,35-50.
Lee,J.K.,&Lee,W.K.(2008).The relationship of e-learner’s selfregulatory efficacy and perception of e-learning environmental quality.Computers in Human Behavior,24(1),32-47.
Maddux,J.E.(2016).Self-efficacy:The power of believing you can.In C.R.Snyder&S.J.Lopez(Eds.),Handbook of positive psychology(pp.55-60).New York:Oxford University Press.
Martin,F.,&Bolliger,D.U.(2018).Engagement matters:Student perceptions on the importance of engagement strategies in the online learning environment.Online Learning,22(1),205-222.
Mega,C.,Ronconi,L.,&De Beni,R.(2014).What makes a good student?How emotions,self-regulated learning,and motivation contribute to academic achievement.Journal of Educational Psychology,106(1),121-131.
Pintrich,P.R.(2000).Multiple goals,multiple pathways:The role of goal orientation in learning and achievement.Journal of Educational Psychology,92(3),544-555.
Toven-Lindsey,B.,Rhoads,R.A.,&Lozano,J.B.(2015).Virtually unlimited classrooms:Pedagogical practices in massive open online courses.The Internet and Higher Education,24,1-12.
Vygotsky,L.S.(1978).Mind in society:The development of higher mental process.Cambridge MA:Harvard University Press.
Wigfield,A.,&Eccles,J.S.(2000).Expectancy-value theory of achievement motivation.Contemporary Educational Psychology,25(1),68-81.
Wilson,B.G.(1996).Introduction:What is a constructivist learning environment?In B.G.Wilson(Ed.),Constructivist Learning Environments(pp.3-8).Englewood Cliffs,NJ:Educational Technology Publications.
陈吉荣.(2016).国外慕课研究最新发展述评.外语教学与研究,48(1),118-127.
陈琦,张建伟.(1998).建构主义学习观要义评析.华东师范大学学报(教育科学版),6(1),61-68.
陈勇.(2008).网络外语学习中的动机研究(硕士学位论文).上海外国语大学.
方杰,张敏强,邱皓政.(2012).中介效应的检验方法和效果量测量:回顾与展望.心理发展与教育,28(1),105-111.
贾斌.(2014).师生交互对网络学习绩效的影响研究(硕士学位论文).聊城大学.
贾斌,徐恩芹,张景生.(2013).国内学习绩效研究发展综述.电化教育研究,34(11),53-58.
雷玉菊,周宗奎,田媛.(2017).网络学习环境下学习者的动机信念对学习投入的影响.中国电化教育,195(2),82-88.
林毅夫.(2014).挖掘慕课所蕴含的重大机遇.In汤敏(Ed.),慕课革命互联网如何变革教育(Vol.1).北京:中信出版社.
石茹.(2015).交互质量知觉,动机信念与学习满意度的关系研究:情绪的中介作用(硕士学位论文).华中师范大学,武汉.
孙洪涛,郑勤华,陈丽.(2016).中国MOOCs教学交互状况调查研究.开放教育研究,22(1),72-79.
谢幼如,刘春华,朱静静,尹睿.(2011).大学生网络学习自我效能感的结构,影响因素及培养策略研究.电化教育研究,213(10),30-34.
熊红星,张璟,叶宝娟,郑雪,孙配贞.(2012).共同方法变异的影响及其统计控制途径的模型分析.心理科学进展,20(5),757-769.
徐恩芹.(2016).师生交互影响网络学习绩效的实证分析.电化教育研究,37(9),61-68.
阎秋娟.(2016).国内慕课(MOOCs)研究进展.图书馆理论与实践,195(1),19-24.
尹睿,许丹娜.(2011).网络学习环境与大学生学习自我效能感关系的研究报告.电化教育研究,220(8),46-52.
张金磊,王颖,张宝辉.(2012).翻转课堂教学模式研究.远程教育杂志,4(4),46-51.
郑云翔.(2015).新建构主义视角下大学生个性化学习的教学模式探究.远程教育杂志,33(4),48-58.