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The Effects of Community of Inquiry, Learning Presence, and Mentor Presence on Learning Outcomes: A Revised Community of Inquiry Model for K-12 Online Learners

机译:探究社区,学习状态和辅导者状态对学习成果的影响:针对K-12在线学习者的订正探究社区模型

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摘要

Amid an explosive increase in K-12 online education in the United States, the quality of online learning has become a primary concern for researchers, educators, and policymakers. Two theoretical frameworks, Community of Inquiry (CoI) and self-regulated learning (SRL) have provided especially insightful explanations of how students learn in online settings. The present dissertation proposes a revised CoI framework that incorporates learning presence (i.e., self-efficacy and SRL strategies) and mentor presence and connects to learning outcomes in K-12 online setting from a sample of 696 high-school level online learners. The study yields four key findings: First, in contrast to Shea and Bidjerano's (2010) model, this study found a significant relationship between teaching presence and SRL, and a non-significant relationship between teaching presence and self-efficacy. Second, because learning under the supervision of a mentor is a unique feature of K-12 online learning, this study found that mentor presence significantly predicted students' use of self-regulated learning strategies. Third, when using the revised framework to predict learning outcomes (i.e., satisfaction, perceived progress, final grade), it was found that the hypothesized model containing CoI and SRL can be related to learning outcomes, thus answering previous scholars' calls for a realistic integration of learning presence and learning outcomes into the CoI framework. And fourth, based on a comparison of two groups of students with different primary online learning locations (i.e., at-home vs. at-school), the study found that at-school students showed significantly less feelings of isolation, higher ability in generating curiosity once the online learning starts, higher perceptions on mentor's practice as a problem solver, and higher goal-setting and help-seeking strategies than those whose primary online learning location is at home.;In short, this study is among the first to shed light on the relationships among CoI, self-efficacy, SRL, and learning outcomes in a K-12 online-learning context. Its findings establish the capacity of the proposed theoretical framework to identify important components in K-12 online learning while striking a delicate balance between extensiveness and parsimony. This study also extends our understanding of the mechanisms of online learning among K-12 students, and thus has considerable practical implications for online educators as well as future researchers. Specific recommendations for future research projects are also provided.
机译:在美国K-12在线教育爆炸式增长的同时,在线学习的质量已成为研究人员,教育者和决策者的主要关注点。探究社区(CoI)和自我调节学习(SRL)这两个理论框架对学生如何在线学习提供了特别有见地的解释。本论文提出了一种修订的CoI框架,该框架结合了学习存在感(即自我效能和SRL策略)和指导者存在感,并与来自696位高中水平在线学习者的K-12在线设置中的学习成果相关联。该研究产生了四个关键发现:首先,与Shea和Bidjerano(2010)模型相反,该研究发现教学存在与SRL之间存在显着关系,而教学存在与自我效能之间没有显着关系。其次,由于在导师的指导下学习是K-12在线学习的独特功能,因此该研究发现,导师的存在显着预测了学生对自我调节学习策略的使用。第三,当使用修订后的框架预测学习成果(即满意度,感知的进步,最终成绩)时,发现包含CoI和SRL的假设模型可能与学习成果相关,从而回答了先前学者对现实的要求。将学习状态和学习成果整合到CoI框架中。第四,根据对具有不同主要在线学习位置(即在家与在校)的两组学生的比较,研究发现,在校学生表现出的孤独感明显减少,产生的能力更高在线学习开始后的好奇心,对指导者作为问题解决者的实践的认识以及与主要在线学习场所在家的人相比更高的目标制定和寻求帮助的策略;简而言之,这项研究是最早被抛弃的研究之一。根据K-12在线学习环境中CoI,自我效能感,SRL和学习成果之间的关系。它的发现建立了所提出的理论框架识别K-12在线学习中重要组成部分的能力,同时在广泛性和简约性之间达成了微妙的平衡。这项研究还扩展了我们对K-12学生之间在线学习机制的理解,因此对在线教育者和未来的研究人员具有相当大的实际意义。还提供了针对未来研究项目的具体建议。

著录项

  • 作者

    Zhang, Yining.;

  • 作者单位

    Michigan State University.;

  • 授予单位 Michigan State University.;
  • 学科 Educational technology.
  • 学位 Ph.D.
  • 年度 2018
  • 页码 131 p.
  • 总页数 131
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

  • 入库时间 2022-08-17 11:52:56

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