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首页> 外文期刊>Computers & education >Can more interactivity improve learning achievement in an online course? Effects of college students' perception and actual use of a course-management system on their learning achievement
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Can more interactivity improve learning achievement in an online course? Effects of college students' perception and actual use of a course-management system on their learning achievement

机译：在线互动是否可以提高学习成绩？大学生的感知和课程管理系统的实际使用对其学习成绩的影响

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摘要

This study aims to investigate how interactivity influence learners' use of interactive functions in the course-management system (CMS) and their online learning performance. A two-tier mediation framework is proposed to examine the mediating effects of different actual-use records concerning the CMS's interactive functions. Data are collected from 381 undergraduate students who enrolled in a general-education asynchronous online course from three universities in Taiwan. The results indicate that the relationships among students' self-reported use of interactive functions, students' perceptions of the usefulness of interactive functions, and students' actual-use logs have some direct influences on students' online learning performance (online-discussion scores, exam scores, and group-project scores). In addition, students' actual-use logs (the number of times of log-ins to the online course, the number of times students read learning materials, and the number of postings on the discussion board) have a mediated effect on students' self-reported frequency of logging into the CMS, students' self-reported frequency of using the learner-instructor/learner-learner interactive functions, and online learning performance. The findings and implications could constitute a useful guide for educational practitioners and designers concerned with the effective integration of interactivity into future online courses.
机译：这项研究旨在调查交互性如何影响学习者对课程管理系统（CMS）中交互功能的使用以及他们的在线学习表现。提出了一个两层调解框架，以检查有关CMS交互功能的不同实际使用记录的调解效果。数据收集自台湾三所大学的381名本科生，他们报读了在线异步在线课程。结果表明，学生自我报告的交互功能使用，学生对交互功能有用性的感知以及学生的实际使用日志之间的关系对学生的在线学习成绩（在线讨论分数，考试分数和小组项目分数）。此外，学生的实际使用日志（登录在线课程的次数，学生阅读学习材料的次数以及在讨论板上的张贴次数）对学生的自我影响有中介作用-报告的CMS登录频率，学生使用学习者-教师/学习者-学习者互动功能的自我报告频率以及在线学习成绩。研究结果和启示可能对关心将交互性有效整合到未来在线课程中的教育从业者和设计者构成有用的指南。

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