在线课程期间学生的情感投入、动机和行为:对两个市场调查案例研究的反思

IF 2.7 Q1 EDUCATION & EDUCATIONAL RESEARCH
Edmund R. F. Hewson
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引用次数: 31

摘要

自2013年以来,利兹贝克特大学与市场研究人员合作,对学生对在线课程及其学习环境的感受和看法进行了两项研究。这项工作是在向监管机构进行统计报告的常规数据收集之外进行的,因为这些练习没有以足够丰富的方式探索学生的参与度或行为,以帮助从业者设计学习产品、服务和体验。这两项研究的未声明哲学都是将学习行为和参与建立在学生个体的整个生活中,在第二项研究中,这种行为会持续很长一段时间。这些终身研究包括对学生情绪生活的研究,因为情绪在学习中的作用不仅对研究人员感兴趣,对从业者也感兴趣,他们在现实生活中而不是实验中与学生接触。本文介绍了这两项研究,它们的发现以及它们在开发和提供在线课程方面的价值。第一项研究(2014年)完全是定性的,在狭窄的时间窗口内覆盖了一个小样本,但它对学习环境和动机提供了丰富而细致的见解。第二项研究(2016年)是一项针对更大样本学生的纵向研究,采用定性研究和定量数据收集相结合的方法。这两项研究都有助于将“在线学生”置于学生的“整个人”中,他们在网上的存在和活动受到机构的衡量。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Students’ emotional engagement, motivation and behaviour over the life of an online course: reflections on two market research case studies
Since 2013, Leeds Beckett University has carried out two studies, working with market researchers, into students’ feelings and perceptions of online courses and their learning context. This work has been conducted outside routine data collection for statistical reporting to regulatory agencies, as these exercises do not explore a student’s engagement or behaviour in a rich enough way to assist practitioners in the design of learning products, services and experiences. The unstated philosophy of both studies has been to ground learning behaviour, and hence engagement, in the whole life of the individual student, taking place – in the case of the second study – over an extended time period. These whole-life studies have included research into the students’ emotional lives, as the role of emotions in learning is of interest not only to researchers but also to practitioners, who engage with students in a real-life context rather than an experimental one. This paper describes these two studies, their findings and their value in developing and delivering online courses. The first study (2014) was entirely qualitative, covering a small sample over a narrow time window, but it provided rich, nuanced insights into learning context and motivation. The second study (2016) was a longitudinal study of a much larger sample of students, using a mix of qualitative research and quantitative data collection. Both studies help to contextualise the ‘online student’, whose presence and activities online are subject to institutional measurement, in the ‘whole person’ of the student.
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来源期刊
Journal of Interactive Media in Education
Journal of Interactive Media in Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
6.40
自引率
6.70%
发文量
8
审稿时长
16 weeks
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