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Research On The Influence And Intervention Of Teaching Interaction On College Students' Online Self-regulated Learning

Posted on:2019-11-30Degree:DoctorType:Dissertation
Country:ChinaCandidate:B LiuFull Text:PDF
GTID:1367330578960379Subject:Education Technology
Abstract/Summary:PDF Full Text Request
At present,online learning has become an important learning style for undergraduates.It is characterized by autonomy,weak control and openness,emphasizes the subjectivity of the learner,and requires the learners to manage and regulate the learning process.Therefore,the ability of self-regulated learning(SRL)are the key to successful online learning,and are also important prerequisites for ensuring the effectiveness of online learning.In reality,the ability and performance of SRL of undergraduates is not satisfactory,such as the completion rate and participation degree are not high,the motivation of continuous learning is insufficient,self management and self motivation are lacking.Therefore,how to improve undergraduates'online SRL level is a topic that needs to be focused in online learning.Based on the interrogation of realistic problems and the tracing of theoretical basis,interaction is considered to be an important point of penetration in the study of online SRL.Therefore,the topic of "the impact of instructional interaction on online SRL"was studied in this dissertation,which contained three core issues.The first was the relationship between instructional interaction and online SRL.The second was how instructional interaction impacted on online SRL.The third was how to design instructional interaction strategies to promote online SRL.To explore these issues,a variety of research methods have been adopted in this dissertation,including literature research,questionnaire survey,in-depth interview quasi-experimental research,etc.The following conclusions were found:(1)Through the survey of 584 undergraduates who had participated in online courses,it was found that there was a significant positive and medium correlation between instructional interaction and online SRL,and the impact of instructional interaction on online SRL could be explained by the regression equation,that was"online SRL = 1.53 + 0.55*instructional interaction".On the two dimensions of instructional interaction,the impact of learner-learner interaction on online SRL was greater than learner-instructor interaction,it could be explained by the regression equation,that was "online SRL = 1.50 + 0.12*learner-instructor interaction + 0.45*learner-learner interaction".(2)With 26 undergraduates as the research object,the interview method was used to explore the process mechanism of the impact of instructional interaction on online SRL,including the external situation,the process and the path.It was found that external situation contained four elements:learners' interest in the curriculum and topics for interaction,value of interaction,positive peer relationship,and high-class interaction support.Instructional interaction influenced the six elements of online SRL,and the process was embodied in three ways:passive regulation,self regulation and cooperative regulation.There were two kinds of paths:direct and indirect influence.In the path of indirect influence,the learners' emotional experience,social presence,academic self-efficacy,and outcome expectations played a mediating role.(3)Based on the metaphor of development,this dissertation put forward the principle of intervention design,constructed an overall intervention framework that including goals,approach and process,designed specific intervention strategies involving learner-instructor interaction and learner-learner interaction.The strategies of learner-instructor interaction included guiding goal and planning,transferring expectation,suggesting,answering problem,monitoring learning process,feedbacking learning state,guiding reflection.The strategies of learner-learner interaction included consultative plan,peer motivation,peer sharing,peer support,peer review,peer feedback and so on.(4)Based on the course of "the principle of preschool education" and the platform of "Moso Tech",the above intervention strategies were applied to undergraduates'online course,and the application of quasi experimental method was used to examine the practice effect of the intervention strategy.The research found that the level of learners' online SRL was promoted,which was manifested in target and planning,self-monitoring,academic help seeking,evaluation and reflection,but it was not obviously promoted at the level of self-motivation.The learners' online SRL process had been optimized,mainly in the behavior of expanding learning,self-improvement,self summary and so on,but it was not obvious in the behavior of reflection.Intervention strategies had a positive effect on learners' individual achievement and online learning score,but no significant effect on cooperative learning achievement.The innovation of this dissertation was embodied in two aspects.The first was the research perspective,that the research explored the intervention strategies of online SRL from the perspective of interaction.The second was the research content,including the exploration of the relationship and the mechanism of the impact of instructional interaction on online SRL,and the design and application of intervention strategy to promote online SRL.Meanwhile,there were some limitations and shortcomings in this research.Firstly,it was required that the process model of the impact of instructional interaction impacting on online SRL was improved and verified.Secondly,it was necessary to optimize the intervention strategies.Thirdly,it was needed to expand the scope of the research.Fourthly,it was needed to establish a dynamic intervention model of online SRL.
Keywords/Search Tags:undergraduates, online learning, instructional interaction, self-regulated learning, relationship, process mechanism, intervention strategy
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