COVID-19期间非面对面教育环境中自主学习准备的挑战和问题

Sumi Han, JeongChul Heo
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引用次数: 1

摘要

本研究旨在验证在非面对面教育环境中,学习管理系统(LLMS)的识字率、动机和反馈互动(FI)是否可以显著预测自我导向学习准备(SDLR)水平。我们进行了皮尔逊相关分析和多元回归分析。共有206名在线大学生对这项网络调查进行了简单的随机抽样调查。结果表明,三个变量(LLMS、动机和FI)与SDLR呈正相关。此外,动机和LLMS影响SDLR水平,FI不影响。此外,在线教育工作者有必要了解学习者可能面临的问题,如LLMS低、动机低以及在非面对面的教育环境中缺乏互动。此外,这项研究表明,他们可以鼓励学生在新冠肺炎大流行期间提高LLMS和提高在线学生自主学习的动机。最后,讨论了未来研究的局限性和建议。
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Challenges and Problems on Self-directed Learning Readiness in Non–face-to-face Educational Settings During COVID-19
This study aimed to verify whether self-directed learning readiness (SDLR) level can be significantly predicted by the literacy of learning management system (LLMS), motivation, and feedback interaction (FI) in non–face-to-face educational settings. We performed Pearson’s correlation analysis and multiple regression analysis. A total of 206 online college students responded to this web survey using simple random sampling. Results showed that three variables (LLMS, motivation, and FI) were positively associated with SDLR. Moreover, motivation and LLMS affected the SDLR level, and FI did not. Moreover, it is necessary for online educators to understand the problems that learners may face, such as low LLMS, low motivation, and lack of interaction in a non–face-to-face educational circumstances. In addition, this study suggested that they can encourage their students to increase LLMS and motivation for improving self-directed learning of online students during COVID-19 pandemic. Lastly, limitations and suggestions were discussed for future studies.
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