临场感对高校学生在线学习持久性的影响研究
How the Sense of Presence Affects the Persistence of College Students'Online Learning
潘莉 1刘心悦 1任文顾1
作者信息
- 1. 浙江师范大学 经济与管理学院,浙江 金华 321004
- 折叠
摘要
知识经济与信息化时代背景下,在线学习成为高等教育不可或缺的一部分.然而,相较于线下学习,高校学生的在线学习效果尚不理想.学习持久性作为个体在学习任务中持续参与并坚持完成的能力体现,对学习效果有较大影响.既有研究关注到在线学习持久性的诸多前因,却尚未深入探讨临场感这一重要学习环境感知内容的潜在影响.基于此,文本以临场感理论为切入点,深入考察其影响高校学生在线学习持久性的作用机制与关键边界.数据分析结果表明:临场感正向影响学生的在线学习持久性;积极成就情绪是临场感影响在线学习持久性的潜在作用路径;与低学业控制感的学生相比,临场感对高学业控制感学生的在线学习持久性的正向影响会变弱.文本以"促进学生在线学习持久性"为目标进行科学研究,相关结论为提高线上教学质量提供参照.
Abstract
In the current knowledge-based economic and informational era,online learning has become an indispensable part of high-level education.However,there still exists research gap in college students'learning effects of online learning.Learning persistence refers to the ability that individuals continuously participate in and persist in learning tasks,which is vital for the learning effect and long-term development of individuals.Previous studies have discussed various factors that may affect the persistence of online learning,yet,the potential impact of presence remains unclear.Hence,this study delves into how and why different types of presence could affect college students'online learning persistence.Data analysis with 272 valid responses showed that:three different types of presence could significantly affect the persistence of college students'online learning.Positive achievement emotion played a mediating role between three types of presence and the persistence of online learning.Comparing to college students with low-level sense of academic control,for those who had high-level of academic control,the presence showed less impact on the persistence of online learning.Managerially,the conclusions of this study could shed light on the goal of promoting online teaching quality.
关键词
临场感/在线学习持久性/积极成就情绪/学业控制感Key words
The Sense of Presence/Persistence of Online Learning/Positive Achievement Emotion/Sense of Academic Control引用本文复制引用
出版年
2024
NETL
NSTL
万方数据