学习时间、先前知识对超媒体环境下自我调节学习的影响

发布时间：2018-06-24 10:05

本文选题：先前知识 + 自我调节学习　；参考：《华中师范大学》2014年硕士论文

【摘要】：超媒体学习环境中信息呈现的形式多样化和内容丰富性使学习者在学习的过程中具有高度的自主性和独立性,但并非所有的学习者都能从这一环境中获益,原因可能有二：认知超负荷、信息迷航(Gerjets,Scheiter,Schuh,2008)。在学习过程中更好地进行自我调节学习的个体能有效地克服或避免因迷航和认知超负荷所带来的不良影响(MoosAzevedo,2008a)。当然,超媒体学习的有效性也会受到一些个体因素和环境因素的影响。不同先前知识水平的学习者在超媒体环境中的学习是不同的(Chen,Fan,Macredie,2006),当学习时间不同时,学习者在超媒体环境下的自我调节学习也存在不同(MoosAzevedo,2008b；Moos,2009)。因此本研究旨在探讨有、无时间限制的情况下,先前知识对超媒体环境下自我调节学习及学习效果的影响。通过使用前测问卷进行班级施测来筛选被试参与到实验中。采用出声思维法来记录学习者的学习,在正式学习之前对被试进行出声思维的训练,正式学习时记录出声思维数据,学习结束后完成后测。实验1主要探讨在限制学习时间的条件下,先前知识对超媒体环境中自我调节学习的影响。结果发现：相比低先前知识的学习者,高先前知识者在学习中更多地通过激活先前知识来规划其学习,通过学习判断、识别适当信息以监控其学习过程,更多地采用知识阐述这一策略以促进学习,同时对学习时间有较好的掌控；学习者自我报告的SRL水平显著高于出声思维记录的SRL水平；先前知识水平较高的学习者有更好的学习表现。实验2则进一步探讨在不限制学习时间的条件下,先前知识对超媒体环境中自我调节学习的影响。结果发现：先前知识水平较高的学习者,其自我调节学习与先前知识水平较低的学习者之间差异不显著；学习者自我报告的SRL水平显著高于出声思维记录的SRL水平；先前知识水平较高的个体有更好的学习表现；学习时间与先前知识在策略使用和迁移成绩上存在交互作用。基于这两个实验,本研究得出以下结论：在超媒体学习环境中,学习者的自我调节学习受其先前知识与学习时间的共同影响。先前知识经验影响学习者的认知负荷、掌握感以及学习效果。在学习时间受限的情况下,高先前知识个体相对低先前知识者而言,在学习过程中会更多地通过激活先前知识来规划学习,通过学习判断、识别适当信息来对其学习过程进行监控,在策略使用上则更倾向于知识阐述。相对出声思维测量而言,在问卷测量方式中,学习者报告了更高水平的自我调节学习。
[Abstract]:The diversity of forms and richness of information presented in the hypermedia learning environment gives learners a high degree of autonomy and independence in the learning process, but not all learners benefit from this environment. There may be two reasons: cognitive overload, Information lost (Gerjetsn Scheitern Schuhh 2008). Individuals who have better self-regulated learning in the course of learning can effectively overcome or avoid the adverse effects caused by flight loss and cognitive overload (Moos Azevedodo 2008a). Of course, the effectiveness of hypermedia learning will also be affected by some individual and environmental factors. Learners with different previous knowledge levels have different learning in hypermedia environment (Chengni Fan Macredie2006). When learning time is different, learners' self-regulated learning in hypermedia environment is also different (Moos Azevedo / 2008 BX Mooso 2009). The purpose of this study is to explore the effect of prior knowledge on self-regulated learning and learning effects in hypermedia environment without time constraints. The participants were selected to participate in the experiment by using the pre-test questionnaire. The vocal thinking method was used to record the learners' learning, the subjects were trained in the sound thinking before the formal study, and the data of the sound thinking were recorded during the formal study, and the test was completed after the study. Experiment 1 focuses on the influence of previous knowledge on self-regulated learning in hypermedia environment under the condition of limited learning time. The results showed that: compared with the learners with low prior knowledge, those with higher prior knowledge planned their learning by activating prior knowledge, and monitored their learning process by learning judgment and identifying appropriate information. More knowledge is used to explain this strategy in order to promote learning, at the same time, learners have better control of learning time, the SRL level of learners' self-report is significantly higher than the SRL level of sound thinking record. Learners with higher previous levels of knowledge have better learning performance. Experiment 2 further explored the influence of prior knowledge on self-regulated learning in hypermedia environment without limiting learning time. The results showed that there was no significant difference in self-regulated learning between the learners with higher previous knowledge level and those with lower previous knowledge level, and the SRL level of self-reporting was significantly higher than the SRL level of sound thinking record. Individuals with higher previous knowledge level had better learning performance, and learning time had interaction with previous knowledge on strategy use and transfer achievement. Based on these two experiments, this study draws the following conclusions: in hypermedia learning environment, learners' self-regulated learning is influenced by their prior knowledge and learning time. Previous knowledge and experience affect learners' cognitive load, mastery and learning effect. In the case of limited learning time, individuals with high prior knowledge are more likely to plan their learning by activating prior knowledge and to judge by learning, compared with those with lower prior knowledge. Identification of appropriate information to monitor its learning process, in the use of strategy is more inclined to explain the knowledge. In the questionnaire, the learners reported a higher level of self-regulated learning.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：B842

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