基于高等教育语言在线学习环境的Moodle自我效能感测定

R. Prasetya
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引用次数: 0

摘要

学习管理系统(LMS)的自我效能感决定了学习者通过虚拟学习活动建立能力和自信的积极心态。经验和能力的整合是为了有效地影响Moodle作为电子学习设施。本研究的目的是调查和确定LMS Moodle在语言学习教学中的自我效能感。本研究的设计采用定量与定性相结合的混合研究方法,并将顺序基本结构化应用于顺序阶段(定量与定性)。该研究的对象是257名高等教育中的语言学习者。LMS Moodle自我效能感应用量表整合到高等教育语言学习中,使用22份问卷选择Likert量表的同意点和不同意点的二分法。本研究的结果将三个量表的提升暴露在Moodle获取自我效能、Moodle交流自我效能和Moodle电子测试与反馈自我效能的平台上。探索性LMS Moodle自我效能感的最大点范围在0.73和0.92左右,条件建立在被试的被调查者和各陈述的变化上。因此,这三个量表对问卷项目的反应是无偏的,在线语言学习者通过理解Moodle而成为完全实施英语语言学习策略的自适应LMS。然而,在进行语言学习内容时,需要良好的沟通和多功能性访问,这样学习者才能在虚拟语言学习中感到鼓舞和动力。关键词:自我效能感;语言学习;LMS Moodle;在线学习
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Determining Moodle Self-Efficacy Based On Language Online Learning Environment In Higher Education
The Learning Management System (LMS) self-efficacy determined the learner established their capabilities and confidence through virtual learning activities’ positive mindset. The integration of experiences and abilities was developed to impact Moodle as the electronic learning facilities efficiently. The purpose of the study was to aim the investigations and determination to the LMS Moodle Self-efficacy in language learning pedagogy. The study’s design was conducted mixed research method collaborated to the quantitative and qualitative approach, and sequential basic structuralized applied to the sequential phase (quantitative and qualitative). The objective of the study took on the 257 language learners in Higher Education. The application scale of LMS Moodle selfefficacy integrated into language learning in Higher Education and involved the 22 questionnaires in selecting dichotomy to agree and disagree point of the Likert scale. The study’s result had exposed the three-scales enhance to the platform of Moodle self-efficacy of accessing, Moodle self-efficacy of communication, and Moodle self-efficacy of electronic testing and feedback. The exploratory LMS Moodle self-efficacy had a maximum point range of around 0.73 and 0.92, and the condition had established to the participants’ respondents and variation in each statement. Consequently, these three scales demonstrated unbiased responses toward the questionnaire items, and the online language learners conduced to comprehend Moodle become the adaptive LMS to completely implement the English language learning strategy. Nevertheless, the communication and versatility access needed to develop well in conducting language learning content so learners would feel encouraged and motivated following virtual language learning. Keyword: Self-Efficacy; Language Learning; LMS Moodle; Online Learning
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