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Students' interaction patterns in different online learning activities and their relationship with motivation, self-regulated learning strategy and learning performance

机译：不同在线学习活动的学生互动模式及其与动机，自我监管的学习策略和学习表现的关系

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摘要

In this study, students' interactions with different learning activities are examined and the relation among learning performance with different interaction patterns, learning performance, self-regulated learning (SRL) strategies and motivation is presented. Learning materials including different kinds of activities are prepared and presented to the use of 122 university students. As a result of the study that students spent longer time in the tutorial and video activities and they visit these activities more frequently. As a result of cluster analysis, students with the least interaction with learning activities take place in the first cluster, students who use video, example and forum activities to an intense take place in the second cluster, and students who spend more time in tutorial, exercise and concept map activities take place in the third cluster. The academic performances of students, who spend longer time in learning activities, are higher. Students in the third cluster have higher points in terms of intrinsic goal orientations, task value, control beliefs and self-efficacy for learning and performance. Finally, the results of this study show that SRL strategies differ from its sub-dimensions in terms of rehearsal, organization, elaboration, metacognitive self-regulation, time and study environment.
机译：在这项研究中，介绍了学生与不同学习活动的互动，并提出了不同互动模式，学习性能，自我监管学习（SRL）策略和动机的学习绩效之间的关系。准备了学习材料，包括不同类型的活动，并提出了122名大学生的使用。由于研究中，学生在辅导和视频活动中度过了更长时间，并且他们更频繁地访问这些活动。由于集群分析，与学习活动互动最少的学生在第一群集中进行，使用视频，示例和论坛活动的学生在第二集群中发生，以及在教程中花费更多时间的学生，锻炼和概念地图活动在第三集群中进行。学生的学术表演，在学习活动中花费更长的时间，更高。第三个集群的学生在内在目标方向，任务价值，控制信念和学习和表现的自我效能方面具有更高的观点。最后，本研究的结果表明，在排练，组织，阐述，元认知自我调节，时间和学习环境方面，SRL策略与其子维度不同。

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