The Mediation Effect of Online Self-Regulated Learning Between Engagement and Cognitive Load: A Case of an Online Course With Smart Instant Feedback

IF 0.3 Q4 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Online Pedagogy and Course Design Pub Date : 2022-01-01 DOI:10.4018/ijopcd.295953

J. Sun, Yiming Liu

引用次数: 1

Abstract

This study aims to apply PLS-SEM to investigate the mediation roles of goal setting and task strategies, two constructs of online self-regulated learning, between behavioral/cognitive engagement and germane/extraneous cognitive load in an online course with smart instant feedback. Participants of this study consisted of 35 graduate students who were asked to complete four units of digital learning materials and questionnaires as part of the experiment. Results show that goal setting has a significant mediation effect between behavioral engagement and germane cognitive load; task strategies have a significant mediation effect between behavioral engagement and extraneous cognitive load; and task strategies also have a significant mediation effect between cognitive engagement and extraneous cognitive load. Finally, recommendations are provided to instructors and researchers based on these results as a reference for future studies.

查看原文本刊更多论文

网络自主学习在投入与认知负荷之间的中介作用——以智能即时反馈网络课程为例

本研究旨在运用多变量扫描电镜(PLS-SEM)研究在线自我调节学习的两个构念——目标设定和任务策略在智能即时反馈在线课程中行为/认知投入与相关/无关认知负荷之间的中介作用。本研究的参与者包括35名研究生，他们被要求完成四个单元的数字学习材料和问卷调查，作为实验的一部分。结果表明，目标设置在行为投入与相关认知负荷之间具有显著的中介作用;任务策略在行为投入与外部认知负荷之间具有显著的中介作用;任务策略在认知投入与外部认知负荷之间也有显著的中介作用。最后，针对这些研究结果，为教师和研究者提供建议，作为未来研究的参考。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

International Journal of Online Pedagogy and Course Design EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

1.40

自引率

0.00%

发文量

期刊介绍： The mission of the International Journal of Online Pedagogy and Course Design (IJOPCD) is to provide a platform for the latest research, analysis, and development of online education, effective online teaching methods, and course design. IJOPCD covers the pedagogical design aspects of science education and computing education, as well as courses supported by educational technologies. Targeting academic researchers and educators who work in the field, this journal focuses on the importance of developments in online course design and teaching methods to improve teachers’ teaching and students’ learning. Researchers are encouraged to submit cross-disciplinary, high-quality syntheses that are interesting, beneficial, and apprehensible to all those interested in or teaching science and related disciplines. Topics to be discussed in this journal include (but are not limited to) the following: -Adoption of e-learning -Best practices in computing education -Best practices in science education -Blended learning -Computer-mediated communication -E-learning -Emerging technologies -Evaluation of learning technology systems -Evaluation of online learning effects -Learning management systems -Multimedia and interactive learning systems -Online course design -Online learners’ behavior -Pedagogy and teaching with technology -Virtual reality environments -Web-based teaching methods