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首页> 外文学位 >Factors influencing academic outcomes in blended learning environments: A pilot study on the role of self-regulated learning.
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Factors influencing academic outcomes in blended learning environments: A pilot study on the role of self-regulated learning.

机译：在混合学习环境中影响学业成绩的因素：自我调节学习作用的初步研究。

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摘要

The growth of online technologies and their incorporation into learning environments is based on the expectation that a blended learning environment will substantially improve students' learning outcomes. However, very little is known about the motivational, cognitive, and behavioural self-regulation attributes that may contribute to student success in blended learning. Using a social cognitive view of self-regulated learning as a theoretical framework (Pintrich, 1999, 2004; Zimmerman, 1989, 1998, & 2002), the present study examined the relations between students self-regulation attributes and their academic outcomes in a blended learning course that provided the webcast recording of the face-to-face lectures, and online access to weekly quizzes, course assignments and question/discussion boards. Additionally, this study examined whether webcast viewing was associated with students' academic outcomes in the course.;A small, but significant positive correlation was found between students' overall viewing times and their academic outcomes in the course. Students were more likely to view the webcasts either immediately after the weekly lecture or on the days immediately preceding their scheduled exam in the course. Hierarchical regression analyses indicated that effort regulation, self-efficacy, time and environment management, and overall viewing time had significant associations with students' final grades. Students with low self-regulation skills could benefit from webcasts as long as this they ignore environmental distractions and direct their efforts to the task at hand.
机译：在线技术的增长以及将其纳入学习环境的基础是期望混合学习环境将大大改善学生的学习成果。但是，关于动机，认知和行为自我调节属性的知识知之甚少，这些属性可能有助于学生在混合学习中取得成功。以自我调节学习的社会认知观点作为理论框架（Pintrich，1999，2004； Zimmerman，1989，1998，＆2002），本研究考察了学生自我调节属性与他们的学习成绩之间的关系。该学习课程提供了面对面讲座的网络广播记录，以及在线访问每周测验，课程任务和问题/讨论板。此外，该研究还检查了网络广播观看是否与学生在课程中的学业成绩有关。在学生的整体观看时间与他们在课程中的学业成绩之间发现了很小但显着的正相关。在每周的讲座之后或在课程预定考试的前几天，学生更有可能观看网络广播。层次回归分析表明，努力调节，自我效能感，时间和环境管理以及总体观看时间与学生的最终成绩有着显着的关联。自我调节能力低的学生可以从网络广播中受益，只要他们忽略环境干扰并直接将精力投入到即将完成的任务上即可。

著录项

  • 作者

    Hejazifar, Nima.;

  • 作者单位

    Trent University (Canada).;

  • 授予单位 Trent University (Canada).;
  • 学科 Educational psychology.;Educational technology.;Quantitative psychology.;Personality psychology.
  • 学位 M.Sc.
  • 年度 2012
  • 页码 98 p.
  • 总页数 98
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

  • 入库时间 2022-08-17 11:43:02

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