在线学习环境下的自我调节学习和学习分析实证研究述评  

Self-regulated learning and learning analytics in online learning environments:a review of empirical research

作　　者：   肖俊洪(译)[4] Olga Viberg;Mohammad Khalil;Martine Baars(KTH Royal Institute of Technology;University of Bergen;Erasmus University Rotterdam)

机构地区：[1]瑞典皇家理工学院电气工程和计算机科学学院 [2]挪威卑尔根大学学习科学与技术中心 [3]荷兰鹿特丹伊拉斯姆斯大学社会和行为科学伊拉斯姆斯学院心理教育和儿童研究/教育和发展心理学系 [4]汕头广播电视大学

出　　处：《中国远程教育》2020年第12期28-41,58,93,共16页Chinese Journal of Distance Education

基　　金：瑞典研究和高等教育国际合作基金资助(Dnr:MC2018—7984)。

摘　　要：我们能够根据学生自我调节学习情况预测其学业表现,然而,自我调节学习对学习者而言并非易事。在新兴在线学习环境下自我调节学习能力变得更加重要。学习分析能改变我们提供学习支持的方式从而提升学习表现,因此在培养学生掌握自我调节学习能力上发挥关键作用。本文对2011—2019年间发表的54篇学习分析在在线学习环境下自我调节学习中的应用的实证研究论文做一个概括性评价。本文的研究问题是:学习分析在评价和支持在线学习环境下学生自我调节学习方面的应用情况如何?重点关注学习分析涉及自我调节学习哪些阶段、方法、自我调节学习支持形式、学习分析促进学习的证据以及在线学习环境的类型。本文根据齐默尔曼(Zimmerman)2002年提出的模型划分自我调节学习的不同阶段,而学习分析促进学习的证据则从四个方面进行分析,即学习分析是否提升了学习效果、提高了学习支持和教学支持水平、广泛应用和使用符合伦理道德规范。文献综述结果表明,大多数研究重点涉及自我调节学习的预先计划阶段和行为表现阶段,较少关注反思阶段;提升学习效果(20%)以及学习支持和教学支持水平(22%)的证据不充分;尚未得到广泛应用;遵循道德规范的研究为数不多(15%)。从总体看,学习分析研究主要是为了评价而非支持自我调节学习。因此,非常有必要进一步发挥学习分析支持自我调节学习的作用,培养学生在在线学习环境下自我调节学习的能力。Self-regulated learning(SRL)can predict academic performance.Yet,it is difficult for learners.The ability to self-regulate learning becomes even more important in emerging online learning settings.To support learners in developing their SRL,learning analytics(LA),which can improve learning practice by transforming the ways we support learning,is critical.This scoping review is based on the analysis of 54 papers on LA empirical research for SRL in online learning contexts published between 2011 and 2019.The research question is:what is the current state of the applications of learning analytics to measure and support students’SRL in online learning environments?The focus is on SRL phases,methods,forms of SRL support,evidence for LA and types of online learning settings.Zimmerman’s model(2002)was used to examine SRL phases.The evidence about LA was examined in relation to four propositions:whether LAⅰ)improve learning outcomes,ⅱ)improve learning support and teaching,ⅲ)are deployed widely,and iv)used ethically.Results showed most studies focused on SRL parts from the forethought and performance phase but much less focus on reflection.We found little evidence for LA that showedⅰ)improvements in learning outcomes(20%),ⅱ)improvements in learning support and teaching(22%).LA was also foundⅲ)not used widely andⅳ)few studies(15%)approached research ethically.Overall,the findings showed LA research was conducted mainly to measure rather than to support SRL.Thus,there is a critical need to exploit the LA support mechanisms further in order to ultimately use them to foster student SRL in online learning environments.

关 键 词：自我调节学习 学习分析 在线学习 教育 实证研究 文献综述 

分 类 号：G420[文化科学—课程与教学论]