自我调节学习如何影响形成性评价和总结成绩?比较在线学习者和混合式学习者

IF 6.4 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Internet and Higher Education Pub Date : 2021-06-01 DOI:10.1016/j.iheduc.2021.100805
Jaclyn Broadbent , Stefanie Sharman , Ernesto Panadero , Matthew Fuller-Tyszkiewicz
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引用次数: 36

摘要

关于形成性评价和自我调节学习(SRL)的文献主要关注形成性评价如何改善自我调节学习。另一方面,本研究评估了SRL特征是否影响在线和混合学习环境下形成性评估的成功参与,以及随后的总结表现。96名混合式学习者和85名在线学习者完成了一项形成性评估任务,收到反馈,然后重新提交评估以获得总结性评分。总体而言,虽然学习环境、SRL和成绩之间存在差异,但许多变量并不是成绩的显著预测因子。自信、合理安排时间、有规律地学习的在线学习者受益最大,尽管这些影响在单独观察时很小。混合型学习者在较小程度上也受益于自信和努力调节。据作者所知,这是第一个在两种学习环境中测试SRL特征作为形成性任务中表现驱动因素的研究。
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How does self-regulated learning influence formative assessment and summative grade? Comparing online and blended learners

The literature regarding formative assessment and Self-Regulated Learning (SRL) has focused on the ways in which formative assessment improves SRL. This study, on the other hand, evaluated whether SRL characteristics impact successful engagement with formative assessment, and subsequent summative performance in both online and blended learning contexts. Ninety-six blended and 85 online learners completed a formative assessment task, received feedback, and then resubmit the assessment for a summative grade. Overall, while there were differences between learning contexts, SRL, and performance, many variables were not significant predictors of performance. Online learners who were confident, managed their time well and regulated their efforts saw the greatest benefits, though these effects were small when viewed individually. Blended learners, to a lesser extent, also benefited from confidence and effort regulation. To the authors' knowledge, this is the first study to test SRL characteristics as drivers of performance during a formative task across two learning contexts.

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来源期刊
Internet and Higher Education
Internet and Higher Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
19.30
自引率
4.70%
发文量
30
审稿时长
40 days
期刊介绍: The Internet and Higher Education is a quarterly peer-reviewed journal focused on contemporary issues and future trends in online learning, teaching, and administration within post-secondary education. It welcomes contributions from diverse academic disciplines worldwide and provides a platform for theory papers, research studies, critical essays, editorials, reviews, case studies, and social commentary.
期刊最新文献
Editorial Board The paradox of self-efficacy and technological dependence: Unraveling generative AI's impact on university students' task completion Prior online learning experiences as incidental professional development: A cross-sectional survey of online instructor beliefs and strategies Interaction and dialogue: Integration and application of artificial intelligence in blended mode writing feedback A situated expectancy-value theoretical perspective of teaching presence and student engagement in blended learning environments
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