意义建构:高校在线学习的影响因素及其逻辑机理探析  

The Influencing Factors and Logical Mechanisms of Students'Online Learning in Universities

作　　者：魏海涛[1] 吴佳颖 周湘林[1] WEI Haitao;WU Jiaying;ZHOU Xianglin

机构地区：[1]中央财经大学政府管理学院,北京100081

出　　处：《中国人民大学教育学刊》2025年第2期86-101,共16页Renmin University of China Education Journal

基　　金：中央财经大学教育教学改革基金2020年度资助课题[16];北京高等教育本科教学改革创新项目“面向国家治理现代化的财经院校公共事业管理一流本科人才培养体系改革”(002296)。

摘　　要：基于Z大学学情调查问卷,以建构主义学习理论为基础,采用Ordered-Logit模型分析自主学习、学习共同体、情境创设对在线学习效果的影响,并运用逐步回归法检验意义建构的中介效应。研究表明:自主学习、学习共同体、情境创设均对在线学习效果产生显著的正向影响,且意义建构在自主学习、学习共同体、情境创设三者与学习效果之间起到部分中介作用。研究发现强调了意义建构对于高校在线学习的重要性,提出基于建构主义学习理论的在线教学设计,进一步丰富了在线学习影响机制研究,有助于明确学生学习、教师教学、社会支持等提升在线学习效果方面的着力点,对提高我国教育教学质量有参考意义。This study is based on the learning situation survey questionnaire of Z University and uses constructivist learning theory as its foundation.An Ordered-Logit model was employed to analyze the impact of self-regulated learning,learning communities,and situational design on online learning outcomes.Additionally,a stepwise regression method was used to test the mediating effect of meaning construction.The results show that self-regulated learning,learning communities,and situational design all have a significant positive impact on online learning outcomes.Furthermore,meaning construction partially mediates the relationship between these three factors and learning outcomes.The study highlights the importance of meaning construction in online learning at higher education institutions and proposes online teaching design recommendations based on constructivist learning theory.This research enriches the understanding of the mechanisms influencing online learning and clarifies the key focus areas for enhancing online learning effectiveness,including student learning,teacher instruction,and social support.It provides important references for improving the quality of education and teaching in China.

关 键 词：在线学习 意义建构 影响因素 逻辑机理 

分 类 号：G642[文化科学—高等教育学] G434[文化科学—教育学]