在COVID-19大流行期间加强学习参与:时间管理、技术使用和在线学习环境中的自我效能感

Heeok Heo, Curtis J. Bonk, M. Doo
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引用次数: 45

摘要

背景、目的、方法、结果和结论影响由于全球COVID - 19大流行,在线学习成为在这场前所未有的危机中学习的唯一途径。这项研究从一个简单但至关重要的问题开始:在关注在线学习自我效能的COVID - 19大流行期间,哪些因素影响了在线学习的成功?本研究旨在探讨时间管理自我效能感、技术使用自我效能感、在线学习环境自我效能感与学习投入之间的结构关系。该研究的参与者是2020年春季学期在韩国就读住宿本科课程的1205名本科生。本研究通过在线调查收集数据,并利用结构方程模型对调查结果进行分析。技术使用对学习投入有显著的负向影响,在线学习环境对学习投入有正向影响。时间管理对在线学习环境和学习投入的自主学习有显著的正向影响。在线学习环境中的SE也显著影响了学习投入。技术使用本身并没有提高学习参与度。此外,本研究还证实了在网络学习环境中,技术使用和时间管理方面的自我体验对学习投入的间接影响。这表明了在线学习环境中自主学习对在线学习者学习投入的影响作用。【摘要】《Journal of Computer Assisted Learning》版权归Wiley-Blackwell所有,未经版权所有者明确书面许可,其内容不得被复制或通过电子邮件发送到多个网站或发布到listserv。但是,用户可以打印、下载或通过电子邮件发送文章供个人使用。这篇摘要可以删节。对副本的准确性不作任何保证。用户应参考资料的原始出版版本以获取完整摘要。(版权适用于所有摘要。)
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Enhancing learning engagement during COVID-19 pandemic: Self-efficacy in time management, technology use, and online learning environments
Background Objectives Methods Results and Conclusions Implications Due to the global COVID‐19 pandemic, online learning became the only way to learn during this unprecedented crisis. This study began with a simple but vital question: What factors influenced the success of online learning during the COVID‐19 pandemic with a focus on online learning self‐efficacy?The purpose of this study was to examine the structural relationship among self‐efficacy (SE) in time management, SE in technology use, SE in an online learning environment, and learning engagement.The participants of the study were 1205 undergraduates who were enrolled in a residential undergraduate program in South Korea in spring semester, 2020. The online survey was administered to collect data for this research and the survey results were analyzed using structural equation modeling.SE in technology use had a significant but negative influence on learning engagement and had a positive impact on SE in an online learning environment. SE in time management had a significant positive impact on SE in an online learning environment and learning engagement. SE in an online learning environment also significantly influenced learning engagement.SE in technology use itself did not enhance learning engagement. In addition, indirect effects of SE in technology use and SE in time management on learning engagement through SE in an online learning environment were confirmed in this study. This indicates the influential role of SE in an online learning environment on learning engagement of online learners. [ABSTRACT FROM AUTHOR] Copyright of Journal of Computer Assisted Learning is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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