基于全球开放教育资源的自主学习环境概念框架及其有效性  

Conceptual Framework of OERs-based Self-regulated Learning Environment and Its Validity

作　　者：邓国民[1] 韩锡斌[1] 杨娟[1] 

机构地区：[1]清华大学教育研究院,北京100086

出　　处：《远程教育杂志》2016年第3期88-95,共8页Journal of Distance Education

基　　金：国家社会科学基金教育学一般课题"基于云计算的校际数字教育资源共享共建模式:教学组织形式和技术平台架构"(项目编号:BCA120021)的研究成果

摘　　要：全球开放教育资源(OERs)的快速增长为终身学习和自主学习提供了机会,有效利用这些资源意义重大。在自我调节学习理论和基于资源的学习环境的已有研究基础上,提出基于OERs的自主学习环境概念框架,并使用基于设计的研究方法,经过两轮迭代设计和评价,设计开发了"清华教育在线"资源中心的自主学习环境。结果表明:基于OERs的自主学习环境概念框架有利于支持学习者的自主学习全过程,并能激活学习者自主学习的动机、情绪、认知和社会性等因素,促进深度学习。The fast growth of international open educational resources （OERs） has provided opportunities for lifelong learning and self-regulated learning, and the effective use of these resources is of great significance. Based on the existing study of self-regu- lated learning theory and resource-based learning environment, the paper proposed a conceptual framework of OERs-based self-regu- lated learning environment. Using design-based research methods to design and develop the self-regulated learning environment of THEOL resource center by two rounds of iterative design and evaluation. Results indicated that the conceptual framework of OERs- based self-regulated learning environment is helpful to support learners＇ whole process of self-regulated learning, activate the motiva- tion, emotion, cognitive and social factors of self-regulated learning, and promote deep learning.

关 键 词：基于资源的学习环境 开放教育资源 MOOC 自我调节学习 深度学习 

分 类 号：G420[文化科学—课程与教学论]