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该文旨在比较面授与远程学习者的社会存在感对其学习绩效和课程满意度的作用差异。研究以美国高校学生为样本,分别收集了同一门课程中面授学习者与远程学习者的基本信息、学习绩效数据和课程满意度数据,使用结构方程模型多群组分析方法比较面授学习者与远程学习者的社会存在感的作用差异。结果表明:(1)面授学习者与远程学习者的社会存在感存在显著差异,这种差异主要体现在情绪蔓延感和参与关注感两项上;(2)社会存在感对面授学习者的学习绩效具有积极作用,而对远程学习者则效果不显著;(3)社会存在感对两类学习者的课程满意度均具有不同程度的积极作用。
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基本信息:
中图分类号:G434
引用信息:
[1]詹泽慧.面授与远程学习者社会存在感之作用差异研究——以美国高校学生为样本[J].中国电化教育,2014,No.325(02):35-39.
基金信息:
国家自然科学基金青年项目“基于眼动追踪的智能教学Agent情感交互与认知支持模型研究”(项目编号:61305144);; 教育部人文社科青年基金“混合学习系统的知识流向与动态共享机制研究”(项目编号:13YJC880105);; 广州市哲学社会科学发展规划青年课题“混合学习系统的知识管理与知识创新机制研究”(课题编号:13Q18)成果;; 广东省优秀博士学位论文作者资助(资助编号:SYBZZXM201226)
2014-02-10
2014-02-10