关键词

生态视角,个人化学习网络,相关性,认知性维度,社会维度,材料维度,混合性学习经验,大学生

摘要

在对高等教育中学生学习经验的研究中,缺乏对同样人群在认知,社交,以及材料等维度上的调查。从学习生态的观点出发,本研究调查了365位本科生个人化学习网络在这些维度中关键元素之间的相关性。数据采集自问卷调查,学习分析,和课程分数,用于度量平衡态下学习经验和学术成绩中的这些元素。学生报告了面向学习的学习定向之于理解与再生之间认知参与上品质的不同,在与他们协同选择相结合时,产生五种不同品质的协同样式。研究结果揭示,有着理解性学习定向并选择同有近似学习定向的学生协作的同学,倾向于成功获得混合学习经验。他们的个人化学习网络的特色体现在自我报告中所说的深度介入面对面及在线学习的适应,对线上环境与课程设计集成的积极看法,他们在协作网络中协作与置位的方式,以及他们在课程中更为投入的在线学习活动。这个研究对在教育生态研究及指导课程设计,教育,和学习中提供理论发展信息上有着重要意义。

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技术信息

收到: 30-05-2019

修订: 14-07-2019

公认: 01-08-2019

First Online: 15-11-2019

发布日期: 01-01-2020

文章修改时间: 45 天 | 期刊编号的平均时间修订 62: 40 天

文章接受时间: 63 天 | 期刊编号的平均接受时间 62: 72 天

预印本编辑时间: 171 天 | 期刊编号的平均编辑时间预印 62: 176 天

文章编辑时间: 216 天 | 期刊编号的平均编辑时间 62: 221 天

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被引用

引述 Web of Science

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Han, F., & Ellis, R. (2020). Personalised learning networks in the university blended learning context. [Redes de aprendizaje personalizadas en contextos universitarios de aprendizaje semipresencial]. Comunicar, 62, 19-30. https://doi.org/10.3916/C62-2020-02

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