学习分析视角下学习设计对大学生学业自我效能的影响研究——兼论学习设计与学习分析的一致性

发布时间：2018-03-10 11:38

本文选题：学业自我效能　切入点：学习分析　出处：《现代远距离教育》2017年05期 　论文类型：期刊论文

【摘要】：学业自我效能是学习者对自己面对学习任务时能否采取恰当行为并取得良好效果的知觉与信念,是学习效果的重要预测因素。通过在学习分析技术的支持下挖掘学习者的过程性数据分析其学业自我效能水平,并与问卷调查结果相互佐证,实现学业自我效能的多角度评估。从学习设计的角度出发,重点关注学习任务、学习支架与反馈的设计,探索学业自我效能的有效干预方案,并进一步探讨学习分析与学习设计的一致性关系。研究发现,任务设计、支架设计与反馈设计对学业自我效能的水平提升产生了推动作用,且学业自我效能对学习效果与学业情绪均具有正向作用。
[Abstract]:Academic self-efficacy is the perception and belief that learners can take appropriate behavior and achieve good results when they are faced with learning tasks. It is an important predictor of learning effect. Through mining the process data of learners to analyze their academic self-efficacy level with the support of learning analysis technology, and the results of the questionnaire are mutually corroborated. From the perspective of learning design, we focus on learning tasks, the design of learning scaffolds and feedback, and explore effective intervention programs for academic self-efficacy. The research found that task design, scaffold design and feedback design promoted the improvement of academic self-efficacy. And academic self-efficacy has positive effect on learning effect and academic emotion.
【作者单位】：东北师范大学;
【基金】：教育部人文社会科学青年基金项目“大数据时代在线学习者情感挖掘与干预研究”(编号:16YJC880046) 全国教育科学规划教育部青年课题“大数据时代基于学习分析的自我调节学习测量与干预研究”(编号:ECA150373)
【分类号】：G442

【相似文献】