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首页> 外文期刊>Computers & education >Academic self-concept and social presence in face-to-face and online learning: Perceptions and effects on students' learning achievement and satisfaction across environments
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Academic self-concept and social presence in face-to-face and online learning: Perceptions and effects on students' learning achievement and satisfaction across environments

机译：面对面和在线学习中的学术自我概念和社交存在：跨环境对学生学习成绩和满意度的感知和影响

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摘要

The purpose of this study was to examine students' academic self-concept and social presence in face-to-face (FTF) and online version of the same course, and to examine the effects of these two variables on student learning achievement and satisfaction. A total of 257 undergraduate students enrolled in a digital design course were randomly assigned to either of two treatments: one offered FTF instruction, and the other offered online instruction. Individual students' academic self-concept, social presence and attitudes towards course were measured by widely-recognized and reliable scales respectively. Results indicated that both academic self-concept and social presence are important factors that are closely related to students' learning achievement and satisfaction, but they are not equally important. FTF students perceived significantly higher social presence than online students; while no significant difference was found on academic self-concept. The effect of social presence on student learning achievement and satisfaction were stronger in online environment than in FTF environment. There was no significant difference between FTF and online students with regard to the effect of academic self-concept on learning achievement and satisfaction. These findings indicate that compared to FTF students, online students are in greater need of higher-level social presence, which has a strong effect on their learning achievement and satisfaction. Academic self-concept is equally important to both FTF and online students. Online students might need more supports on social interaction rather than self-reflection.
机译：这项研究的目的是通过同一课程的面对面（FTF）和在线版本来检查学生的学业自我概念和社会存在，并研究这两个变量对学生学习成绩和满意度的影响。共有257名就读数字设计课程的大学生被随机分配到两种治疗方法中的一种：一种提供FTF指导，另一种提供在线指导。个别学生的学业自我概念，社会存在感和对课程的态度分别通过公认的可靠量表进行衡量。结果表明，学业自我概念和社会存在感都是与学生的学习成绩和满意度密切相关的重要因素，但并不是同等重要。 FTF学生的社交感明显高于在线学生；在学业自我概念上没有显着差异。在网络环境中，社交存在对学生学习成绩和满意度的影响要比在FTF环境中强。在学习自我概念对学习成绩和满意度的影响方面，FTF和在线学生之间没有显着差异。这些发现表明，与FTF学生相比，在线学生更需要更高层次的社交氛围，这对他们的学习成绩和满意度有很大影响。学术自我概念对FTF和在线学生都同样重要。在线学生可能需要更多的社交互动支持，而不是自我反省。

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