在线学习环境与学生参与:期望和任务价值信念的中介作用

Hoi Vo, Hang Ho
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引用次数: 0

摘要

本研究通过探索显著的在线学习环境条件对学生参与度的影响以及影响参与度的动机途径,有助于更细致地了解学生在在线学习中的参与度。本研究收集了越南一所大型开放大学 351 名参加各种在线本科课程的本科生的调查数据。结构方程模型的结果显示,课程清晰度和任务相关性通过学生的期望值和任务价值信念对学生的行为、认知和情感参与有显著的间接影响。研究发现,教师支持仅通过期望信念对学生的参与度产生间接影响,而学生联系既不能预测学生的在线学习动机,也不能预测学生的参与度。本研究根据现有的理论和实证证据,讨论了学习环境、学习动机和学生参与度之间错综复杂的关系。研究还为实践提供了启示,以帮助创建一个有可能促进学生参与、减少脱离和辍学的在线学习环境。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

Online learning environment and student engagement: the mediating role of expectancy and task value beliefs

Online learning environment and student engagement: the mediating role of expectancy and task value beliefs

This study contributes to a more nuanced understanding of student engagement in online learning by exploring the effects of salient online learning environment conditions on student engagement and the motivational pathways through which they affect engagement. Survey data were collected from 351 undergraduate students enrolled in various online undergraduate programs at a large open university in Vietnam. Results of structural equation modelling revealed that course clarity and task relevance had significant indirect effects on students’ behavioural, cognitive, and affective engagement via their expectancy and task value beliefs. Teacher support was found to have indirect effect on student engagement only via expectancy beliefs whereas student connectedness predicted neither students’ motivation nor engagement in online learning. Results of the study are discussed in light of existing theoretical and empirical evidence on the intricate relationships between learning environment, motivation, and student engagement. Implications for practice are also offered to help create an online learning environment that has potential to foster student engagement and alleviate disengagement and dropout.

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