International journal of educational research open最新文献_第3页

Dutch pre-service teachers’ retrospective perceptions of their own academic tracking experiences 荷兰职前教师对自身学术跟踪经历的回溯性认知

Q1 Social Sciences

International journal of educational research open

Pub Date : 2026-06-01 Epub Date: 2025-11-24 DOI: 10.1016/j.ijedro.2025.100529

Charlie Robinson-Jones , Joana Duarte

Early academic tracking, in which students are placed into different classes or tracks based on academic ability, has been shown to reproduce social inequalities and shape long-term educational opportunities. Although the effectiveness of tracking has been widely studied, less is known about how future teachers recall and interpret their own tracking experiences, who may unintentionally perpetuate inequalities they themselves have possibly experienced. This study investigated retrospective perceptions of full-curriculum tracking experiences to explore issues related to educational equity. A content analysis of 93 questionnaire responses from pre-service primary teachers enrolled in non-academic bachelor’s degree programmes in the Netherlands revealed positive socio-affective, cognitive, and relational perceptions, along with negative perceptions regarding (academic) self-concept and identity. Trends across three retrospective moments were also identified and categorised as consistently positive, consistently negative, and mixed perceptions. Most respondents reported mixed perceptions, suggesting that tracking experiences are highly individualised and shaped by a combination of interrelated factors. These findings highlight the need for teacher education programmes to encourage critical reflection on tracking and its implications for educational equity.

早期的学术跟踪，即根据学生的学术能力将他们分到不同的班级或班级，已经被证明会再现社会不平等，并塑造长期的教育机会。尽管跟踪的有效性已经得到了广泛的研究，但对于未来的教师如何回忆和解释他们自己的跟踪经历，他们可能无意中延续了他们自己可能经历过的不平等，人们知之甚少。本研究旨在调查学生对全课程追踪经验的看法，以探讨与教育公平相关的问题。对荷兰非学术性学士学位课程的93名职前小学教师的问卷调查结果进行了内容分析，揭示了积极的社会情感、认知和关系感知，以及关于（学术）自我概念和身份的消极感知。三个回顾时刻的趋势也被确定并归类为始终如一的积极，始终如一的消极和混合的看法。大多数受访者的看法不一，这表明跟踪经历是高度个性化的，并受到相互关联因素的综合影响。这些发现突出表明，教师教育方案需要鼓励对跟踪及其对教育公平的影响进行批判性反思。

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引用次数: 0

Teachers’ use of humor to support students’ emotional regulation: A grounded theory approach 教师运用幽默支持学生情绪调节：基于理论的方法

Q1 Social Sciences

International journal of educational research open

Pub Date : 2026-06-01 Epub Date: 2025-11-14 DOI: 10.1016/j.ijedro.2025.100560

Martin Stokke, Tove Anita Fiskum

Humor can be a powerful educational tool for helping students manage their emotions. This grounded theory study examines how teachers describe using humor to assist students in shifting between emotional states and meta-motivational moods. Fourteen teachers from Norwegian primary and lower secondary schools were interviewed individually, and their responses were used to create a theory regarding teachers' humor use.

This study presents a theoretical framework that draws on key implications from reversal theory (Apter, 2007), illustrating how humor can be employed by teachers as a tool to help students manage their emotions and mental states. For example, humor is used to help transition between emotional pairs (e.g., from sadness to joy, stress to calm) and motivational states (e.g., from goal-oriented to playful). The theory explains how humor, applied with contextual sensitivity, can support students in regulating their emotions and meta-motivational states.

These findings emphasize the importance of timing and teacher-student relationships in determining when and how humor can effectively support emotional regulation. The theoretical framework offers insights into how teachers can intentionally use humor to promote emotional flexibility and well-being in the classroom.

幽默是一种强大的教育工具，可以帮助学生管理自己的情绪。这一理论研究考察了教师如何描述使用幽默来帮助学生在情绪状态和元动机情绪之间转换。来自挪威小学和初中的14位教师被单独采访，他们的回答被用来创建一个关于教师幽默使用的理论。本研究提出了一个理论框架，借鉴了反转理论（Apter, 2007）的关键含义，说明了幽默如何被教师用作帮助学生管理情绪和心理状态的工具。例如，幽默被用来帮助情感对（例如，从悲伤到快乐，压力到平静）和动机状态（例如，从目标导向到好玩）之间的转换。这一理论解释了幽默在语境敏感性下如何帮助学生调节情绪和元动机状态。这些发现强调了时间和师生关系在决定幽默何时以及如何有效地支持情绪调节方面的重要性。该理论框架为教师如何在课堂上有意识地使用幽默来促进情感灵活性和幸福感提供了见解。

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引用次数: 0

Recognition and reward programs for higher education faculty: A scoping review protocol 高等教育教师的认可和奖励计划：范围审查协议

Q1 Social Sciences

International journal of educational research open

Pub Date : 2026-06-01 Epub Date: 2025-12-10 DOI: 10.1016/j.ijedro.2025.100570

Carla Calisto-Alegría, Loreto Labarca-Lagos, Natalia Leal Wilhelm, Daniela Ortiz Godoy

Teacher recognition programs are related to faculty development and quality assurance policies in higher education institutions. They are implemented to acknowledge and value teaching work, disseminate good practices, and improve the quality of learning processes. However, the available literature on teacher recognition programs in higher education appears to be fragmented and heterogeneous, which poses an obstacle to systematically identifying aspects that are relevant to the teacher recognition process. In this context, the main objective of this scoping review protocol is to identify the available scholarly literature on teacher recognition programs in higher education institutions, taking into account their selection criteria, the types of incentives provided, and the reported outcomes. The review follows the recommendations of the Joanna Briggs Institute (JBI) and adheres to the PRISMA-ScR guidelines. A systematic search will be conducted in selected databases—Web of Science, Scopus, ERIC, LILACS, SciELO, Google, CORE, BASE, and GreyNet—and complemented by the reference lists of the selected documents in Spanish, English, Portuguese, and French. Descriptive statistical analysis and thematic analysis will be conducted. The findings will be organized and mapped both narratively and visually using tables, charts, flow diagrams, and summaries. The scoping review will describe the search process and its results, the selection of studies, the synthesis process, and the findings. The planned review will examine teacher recognition programs in universities and their contributions, as well as to explore potential practical implications. This protocol was registered on Open Science Framework. The registry number is osf.io/yuv26.

教师认可计划与高等教育机构的教师发展和质量保证政策有关。它们的实施是为了承认和重视教学工作，传播良好做法，并提高学习过程的质量。然而，关于高等教育教师认可项目的现有文献似乎是碎片化和异构的，这对系统地识别与教师认可过程相关的方面构成了障碍。在此背景下，本范围审查协议的主要目标是确定高等教育机构教师认可计划的可用学术文献，考虑其选择标准、提供的激励类型和报告的结果。该审查遵循乔安娜布里格斯研究所（JBI）的建议，并遵循PRISMA-ScR指南。系统检索将在选定的数据库（web of Science、Scopus、ERIC、LILACS、SciELO、谷歌、CORE、BASE和greynet）中进行，并辅以西班牙语、英语、葡萄牙语和法语的选定文献参考文献列表。将进行描述性统计分析和专题分析。将使用表格、图表、流程图和摘要，以叙述和视觉的方式组织和绘制调查结果。范围审查将描述检索过程及其结果、研究的选择、综合过程和发现。计划中的审查将审查大学的教师认可项目及其贡献，并探讨潜在的实际意义。本协议已在开放科学框架上注册。注册表号为“osf.io/yuv26”。

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引用次数: 0

The EQUAL model for equity: A systems-based design to prevent school dropout in Thailand 平等的平等模式：泰国防止辍学的基于系统的设计

Q1 Social Sciences

International journal of educational research open

Pub Date : 2026-06-01 Epub Date: 2025-11-15 DOI: 10.1016/j.ijedro.2025.100556

Kittipong Pearnpitak

This study examined the multifaceted factors influencing school dropout among vulnerable children in Thailand and analyzed mechanisms of Thailand Zero Dropout (TZD) policy implementation. Drawing on Bronfenbrenner’s ecological systems theory, the international Zero Dropout approach, and the principle of educational equality, it developed the EQUAL model (Equity for Quality Access and Uplifted Learning) as a systemic framework to address educational inequality. Qualitative data from in-depth interviews, focus groups, and policy document analysis with 49 informants in 10 high-risk areas revealed that poverty, family instability, and mental health issues, together with systemic barriers such as rigid bureaucracy, limited resources, and fragmented coordination, increase dropout risks. Effective solutions require accurate databases, flexible budgeting, and strong collaboration among schools, families, and local authorities. The EQUAL model reduces structural resistance and builds policy momentum through equity-based design, quality access, holistic support, adaptive systems, and integrated networks, linking policy and practice to strengthen educational equity and reintegrate out-of-school children sustainably.

本研究考察了影响泰国弱势儿童辍学的多方面因素，并分析了泰国零辍学政策实施的机制。利用布朗芬布伦纳的生态系统理论、国际零辍学方法和教育平等原则，它开发了EQUAL模型（优质获取和提升学习的公平），作为解决教育不平等的系统框架。来自10个高风险地区的49名举报人的深度访谈、焦点小组和政策文件分析的定性数据显示，贫困、家庭不稳定和精神健康问题，以及僵化的官僚主义、有限的资源和分散的协调等系统性障碍，增加了辍学风险。有效的解决方案需要准确的数据库、灵活的预算以及学校、家庭和地方当局之间的紧密合作。平等模式通过基于公平的设计、高质量的获取、整体支持、适应性系统和综合网络，减少了结构性阻力，建立了政策动力，将政策与实践联系起来，以加强教育公平，使失学儿童可持续地重新融入社会。

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引用次数: 0

Creative thinking, mathematics achievement, and well-being: A multilevel analysis of Spanish students 创造性思维、数学成绩与幸福感：西班牙学生的多层次分析

Q1 Social Sciences

International journal of educational research open

Pub Date : 2026-06-01 Epub Date: 2025-12-17 DOI: 10.1016/j.ijedro.2025.100571

Ameeque

Promotion of creative thinking and students' well-being are now seen as important indicators of human capital; however, role of creativity skills and self-beliefs in academic success remains unclear. This study analyzes the relationship between creativity-related factors and student achievement in Spain using PISA 2022 data from 30,800 fifteen-year-old students across 966 schools. Two-level cross-sectional multilevel modeling provided manner to examine both student and school levels of predictors of outcomes — mathematics achievement, life satisfaction, and stress resistance. Analysis indicated that creative thinking had positive relationship (p < .001) with mathematics achievement at student level (β = 3.95) and school level (β = 2.55). On the other hand, different factors explained well-being outcomes; all life satisfaction and stress resistance were positively predicted by creative self-efficacy (β = 0.17 and β = 0.10, p <.001). This study highlights unique roles of creative performance (related to academics) and creative confidence (related to well-being).

促进创造性思维和学生的福祉现在被视为人力资本的重要指标；然而，创造性技能和自我信念在学业成功中的作用尚不清楚。本研究利用来自966所学校的30,800名15岁学生的PISA 2022数据，分析了西班牙创造力相关因素与学生成绩之间的关系。两水平横断面多水平模型提供了一种方法来检查学生和学校水平的预测结果-数学成绩，生活满意度和抗逆性。分析表明，创造性思维与学生水平（β = 3.95）和学校水平（β = 2.55）的数学成绩呈正相关（p < .001）。另一方面，不同的因素解释了幸福感的结果；创造性自我效能正预测生活满意度和压力抵抗（β = 0.17和β = 0.10, p <.001）。这项研究强调了创造性表现（与学术有关）和创造性自信（与幸福有关）的独特作用。

引用次数: 0

Proactive academic tutoring? Uniting the pastoral and the professional: a critical approach to the PAT role in the contemporary HEI landscape 积极主动的学术辅导？结合田园和专业：PAT在当代高等教育景观中的角色的关键方法

Q1 Social Sciences

International journal of educational research open

Pub Date : 2025-12-01 Epub Date: 2025-06-23 DOI: 10.1016/j.ijedro.2025.100493

Dr Tanya Richardson , Dr Anthony Stepniak

This qualitative ethnographic study investigates the effectiveness of the Personal Academic Tutor (PAT) role in supporting student retention and progression from level 4 to level 5 at a widening participation university in the East Midlands, England. The research, framed within an interpretivist paradigm, gathers perspectives through semi-structured interviews with key stakeholders (n = 7), focus groups with level 4 PATs (n = 14), and a survey of level 4 home students (n = 57). The study recognizes the varied implementation of the PAT role across Higher Education Institutions (HEIs), influenced by factors such as university policy, workload, and student demographics. It builds on Earwalker's (1992) three models of personal tutoring (pastoral, professional, and curricular) highlighting the evolution towards a hybrid model combining these approaches. The paper argues for the critical importance of institutional-level implementation and measurement of PAT, using key sector metrics like retention, progression, continuation, and student satisfaction. It posits that the PAT role should enhance the overall student experience and be integral to the academic role within contemporary HEIs. The findings suggest that a multi-faceted approach to PAT, incorporating pastoral and academic support, is vital for improving student outcomes.

这项定性的民族志研究调查了个人学术导师（PAT）在支持英国东米德兰兹一所扩大参与的大学的学生保留和从4级到5级的进步方面的有效性。该研究在解释主义范式框架内，通过与关键利益相关者（n = 7）的半结构化访谈、具有4级pat的焦点小组（n = 14）和对4级家庭学生（n = 57）的调查收集观点。该研究承认，在高等教育机构（HEIs）中，PAT角色的不同实施受到大学政策、工作量和学生人口统计等因素的影响。它建立在Earwalker（1992）的三种个人辅导模式（教牧、专业和课程）的基础上，突出了向这些方法结合的混合模式的演变。本文论证了机构层面实施和衡量PAT的关键重要性，使用关键部门指标，如保留、进展、延续和学生满意度。它认为PAT的角色应该提升学生的整体体验，并成为当代高等教育机构学术角色的一部分。研究结果表明，对PAT采取多方面的方法，包括牧师和学术支持，对提高学生的成绩至关重要。

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引用次数: 0

Embracing a constraints-led approach for skills acquisition in nursing education: Insights from a focus group study 在护理教育中采用以约束为主导的技能获取方法：来自焦点小组研究的见解

Q1 Social Sciences

International journal of educational research open

Pub Date : 2025-12-01 Epub Date: 2025-03-09 DOI: 10.1016/j.ijedro.2025.100459

Loes Verdoes , Jeroen Dikken , Natasja van Brakel-van Lobenstein , Saskia T. van Leeuwen – Prins , G. Mariëlle de Waal , Peter G. Renden

Introduction

Nursing education traditionally teaches skill acquisition in isolated practice drills and guided by step-by-step protocols. While these approaches may seem to provide a solid foundation, they do not adequately bridge the gap between a controlled learning environment and the reality of nursing practice. The constraints-led approach (CLA) is an applied theory, which explains that skill acquisition is a process of adjusting to the characteristics of a situation, instead of reproducing isolated, “ideal” movements out of context. Given that CLA has gained recognition as an effective learning method in various fields, it is worth investigating how CLA can be implemented for skill acquisition in nursing education.

Methods

To gain insight into student experiences of several CLA-exercises, an explorative qualitative design was used. Ten longitudinal focus groups with nursing students (n = 11) were performed to gain deeper understanding of students' experiences with an education course in which several “CLA-exercises” were integrated. In addition, the teachers (n = 3) involved were interviewed after the course was completed.

Results

The students experienced the education course as enjoyable, challenging and reality-based. Also, the exercises motivated students to keep practicing. The students further appreciated the room for autonomy and self-organization. The teachers expressed enthusiasm for CLA-inspired education, noting the benefits of varied methods and the need for expert feedback and well-working practice materials.

Conclusion

Both students and teachers felt confident that the students who completed this course were ready to apply the learned skills under supervision in clinical practice.

传统的护理教育在孤立的实践训练中教授技能习得，并在一步一步的协议指导下进行。虽然这些方法似乎提供了坚实的基础，但它们并没有充分弥合受控学习环境和护理实践现实之间的差距。约束导向方法（CLA）是一种应用理论，它解释了技能习得是一个适应情境特征的过程，而不是脱离情境再现孤立的“理想”动作。鉴于CLA作为一种有效的学习方法已在各个领域得到认可，如何将CLA应用于护理教育中的技能习得值得探讨。方法为了深入了解学生在几个cla练习中的体验，采用了探索性定性设计。10个护理学生纵向焦点小组（n = 11）进行了深入了解学生的经验，在教育课程中，几个“cla练习”的整合。此外，在课程结束后对所涉及的教师（n = 3）进行了访谈。结果学生对教育过程的体验是愉快的、有挑战性的、切合实际的。此外，这些练习也激励了学生们继续练习。学生们进一步欣赏自治和自组织的空间。教师们对cla启发的教育表达了热情，指出了各种方法的好处，以及对专家反馈和行之有效的实践材料的需求。结论学生和教师都有信心，学生在完成本课程后，已准备好在指导下将所学技能应用于临床实践。

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引用次数: 0

The impact of armed conflict on educational outcomes in Colombia: A multilevel analysis using open data from periods of high and low conflict intensity 武装冲突对哥伦比亚教育成果的影响：基于高冲突强度和低冲突强度时期公开数据的多层次分析

Q1 Social Sciences

International journal of educational research open

Pub Date : 2025-12-01 Epub Date: 2025-06-19 DOI: 10.1016/j.ijedro.2025.100499

Ana María Suárez-Mesa, Ricardo L. Gómez

Colombia’s armed conflict has profoundly affected the lives and education of its youth. This study investigates the impact of armed conflict on educational outcomes by using a three-level hierarchical linear model (HLM) to analyze students’ academic performance at the municipal school and individual levels. Data were gathered for the years 2002, marked by the highest conflict intensity, and 2017, the lowest conflict intensity following the peace agreement.

A municipal-level conflict intensity index was created by integrating data on homicides, forced disappearances, kidnappings, displacement, and the recruitment of minors, resulting in a more accurate assessment of violence in each municipality.

The enrollment of conflict victims at the school level captures the direct impact of violence on students, serving as an additional lens through which to assess the conflict’s influence on educational outcomes. The measure of academic performance was the Saber 11 results, Colombia’s national large-scale assessment program, which evaluates all graduating high school students in core competencies, including reading, quantitative reasoning, science, English as a Foreign Language (EFL), and civics and citizenship.

The findings reveal a significant impact of violence on educational outcomes in both years. Additionally, while the enrollment of conflict-affected students negatively predicted academic performance in 2002, this effect was not significant in 2017, despite a higher proportion of victimized students enrolled in schools. The results also align with previous research indicating that female students, those from low socio-economic backgrounds, and those attending public or rural schools consistently perform at lower levels. In contrast, male students, those from wealthier families, private schools, and urban areas tend to achieve higher educational outcomes.

This research enhances the understanding of how armed conflict influences education and provides evidence to guide targeted interventions, particularly in post-conflict regions. The findings aim to inform strategies for conflict prevention and resolution within Colombia’s educational system, supporting equitable and resilient learning environments.

哥伦比亚的武装冲突深刻地影响了该国青年的生活和教育。本研究采用三层次线性模型（HLM）分析学生在市立学校和个人层面的学习成绩，探讨武装冲突对教育成果的影响。收集了2002年的数据，2002年是冲突强度最高的年份，2017年是和平协议签署后冲突强度最低的年份。通过综合凶杀案、强迫失踪、绑架、流离失所和招募未成年人的数据，建立了一个市级冲突强度指数，从而更准确地评估了每个城市的暴力情况。学校一级的冲突受害者入学率反映了暴力对学生的直接影响，作为评估冲突对教育成果影响的另一个视角。学业成绩的衡量标准是哥伦比亚国家大规模评估项目“Saber 11”的结果，该项目评估所有即将毕业的高中学生的核心能力，包括阅读、定量推理、科学、英语作为外语（EFL）以及公民和公民资格。研究结果显示，在这两年中，暴力对教育成果产生了重大影响。此外，虽然2002年受冲突影响学生的入学对学业成绩有负面预测，但2017年这种影响并不显著，尽管受冲突影响的学生入学比例更高。这一结果也与之前的研究结果一致，即女性学生、来自低社会经济背景的学生以及就读于公立或农村学校的学生的成绩一直较低。相比之下，来自富裕家庭、私立学校和城市地区的男学生往往取得更高的教育成果。这项研究增进了对武装冲突如何影响教育的理解，并为指导有针对性的干预提供了证据，特别是在冲突后地区。调查结果旨在为哥伦比亚教育系统内预防和解决冲突的战略提供信息，支持公平和有弹性的学习环境。

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引用次数: 0

Evaluation of policies for disability and social inclusion in Colombian higher education 评估哥伦比亚高等教育中的残疾和社会包容政策

Q1 Social Sciences

International journal of educational research open

Pub Date : 2025-12-01 Epub Date: 2025-02-14 DOI: 10.1016/j.ijedro.2025.100454

Catalina López Gómez , Alejandro Farieta-Barrera , María Patricia Sarmiento

The proportion of people with disabilities in higher education is growing worldwide. However, they continue to face inadequate conditions and discriminatory attitudes that hinder their academic careers. This study evaluates the policy for disability and social inclusion in the Colombian higher education system using the scores and socioeconomic information of students who presented the Saber Pro exam from 2013 to 2016 and 2019, available from the Colombian Institute for the Evaluation of Education (ICFES). During this period, the number of students with disabilities has increased almost five times. In general, they have lower prior academic achievement and inferior socioeconomic conditions (parents’ education and neighborhood's socioeconomic level) compared to students without disabilities. The policy evaluation assesses the academic achievement gap between students with and without disabilities and its reduction over time. The methodological design implements exact matching with propensity score matching and regression adjustment. Results show that, over the years, there has been a reduction in the performance gap, and in 2019, there were no significant differences in scores between students with and without disabilities, except in the quantitative reasoning test. The findings demonstrate the effectiveness of policy and institutional improvements for these students and point out routes to improve their academic success.

在世界范围内，接受高等教育的残疾人比例正在上升。然而，他们仍然面临着阻碍他们学术生涯的不适当条件和歧视态度。本研究利用哥伦比亚教育评估研究所（ICFES）提供的2013年至2016年和2019年参加Saber Pro考试的学生的分数和社会经济信息，评估了哥伦比亚高等教育系统中的残疾和社会包容政策。在此期间，残疾学生的数量几乎增加了五倍。总的来说，与没有残疾的学生相比，他们以前的学业成绩较低，社会经济条件（父母的教育程度和邻居的社会经济水平）较差。政策评估评估残疾学生和非残疾学生之间的学业成绩差距及其随时间的缩小情况。方法设计采用倾向评分匹配和回归调整的精确匹配方法。结果显示，多年来，成绩差距有所缩小，2019年，除定量推理测试外，残疾学生和非残疾学生的成绩没有显著差异。研究结果证明了政策和制度的改善对这些学生的有效性，并指出了提高他们学业成功的途径。

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引用次数: 0

Exploring students’ lived experience in online learning during Covid-19 pandemic through a phenomenological hermeneutic perspective 通过现象学解释学的视角，探索学生在Covid-19大流行期间在线学习的生活体验

Q1 Social Sciences

International journal of educational research open

Pub Date : 2025-12-01 Epub Date: 2025-02-16 DOI: 10.1016/j.ijedro.2025.100444

Wiwiek Afifah , Soeharto Soeharto , Lucia H. Winingsih , Budi Kadaryanto , Sabar Budi Raharjo , Fitria Arifiyanti , Zsolt Lavicza

The exploration of students’ lived experiences in online learning during the Covid-19 pandemic is crucial as it offers values that can elicit a sense of better understanding of the world or situation of how Indonesian EFL students experienced their online learning during the pandemic. Many studies on how students learn during the pandemic have been undertaken. However, examining EFL students’ lived experiences in university has not been found in the literature. For the reasons, this study aims to investigate the fundamental aspects of lived experience, how students experienced and responded to online learning, and how the experience shaped their understanding of the world. To know the three points, hermeneutic phenomenology under qualitative research was applied with one hundred and three students’ writings which were collected. Out of the number of participants, fifty-one writings were selected and considered to represent EFL students’ lived experiences. The selected writings then were analysed by using van Manen's method consisting of six steps. The findings revealed that in online learning, the fundamental aspects of students’ lived experience were language acquisition, language learning, interaction, presence, emotional connection, engagement, and memory. To pertain the success of EFL online learning, most of the students’ writing showed pessimist to master and achieve the learning targets as the real interaction was very minimum. Lastly, students' experience greatly influenced by the way they perceived the teaching material being taught in online class. EL students’ perceptions and interpretations of the experiences impacted on their attitudes, values, and beliefs. Their decisions and actions were also influenced by their lived experience.

探索学生在Covid-19大流行期间在线学习的生活经历至关重要，因为它提供的价值可以让人们更好地了解世界或印度尼西亚英语学生在大流行期间如何体验在线学习的情况。已经就大流行期间学生如何学习进行了许多研究。然而，研究英语学生在大学生活经历的文献尚未发现。因此，本研究旨在调查生活体验的基本方面，学生如何体验和回应在线学习，以及这种体验如何塑造他们对世界的理解。为了认识这三点，我们将定性研究下的解释学现象学应用于收集的103篇学生论文中。从参与者的数量中，选择了51篇文章，并认为它们代表了英语学生的生活经历。然后用范·马南的方法对选定的作品进行分析，该方法包括六个步骤。研究结果显示，在在线学习中，学生生活体验的基本方面是语言习得、语言学习、互动、在场、情感联系、参与和记忆。与英语在线学习的成功有关的是，由于真正的互动很少，大多数学生的写作表现出对掌握和实现学习目标的悲观态度。最后，学生的体验很大程度上受到他们对在线课堂教学材料的看法的影响。低年级学生对经历的感知和解释影响他们的态度、价值观和信仰。他们的决定和行动也受到他们生活经历的影响。

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引用次数: 0