提高在线学习参与度和认知表现:udl引导的个人学习环境的试点研究

Q3 Social Sciences

International Journal of Virtual and Personal Learning Environments Pub Date : 2022-01-01 DOI:10.4018/ijvple.307020

Yunfeng Zhang, Xiaoshu Xu, Yan Yue, Jia Liu, V. Lei

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引用次数: 0

摘要

本研究旨在构建并试点一个通用学习设计(UDL)指导的PLE平台，以提高学习者在国际英语语言测试(IELTS)课程中的参与度和成绩。来自中国沿海地区一所综合性大学的178名大二学生参加了为期16周的雅思项目。采用混合方法。为了评估学习者的学习参与度，收集和分析了涉及每周论坛讨论、每周平台参与、词汇练习以及关于论坛收益和收获的开放式问题的数据。结果表明，在PLE-IELTS平台上，学习参与度有所提高。为了评估学习者的认知成就，进行了雅思听力和阅读的前测和后测。前后测试结果有显著差异，表明参与者的认知能力有所提高。本文提供了一个高度参与和认知有效的PLE平台，是普遍访问和包容所有的见解。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Improving Online Learning Engagement and Cognitive Performance: A Pilot Study of UDL-Guided Personal Learning Environments

The study aims to construct and pilot test a Universal Design for Learning (UDL) guided PLE platform to enhance learners’ engagement and achievements in the International English Language Test (IELTS) course. Altogether, 178 sophomores from a comprehensive university in the coastal area of China joined a 16-week IELTS project. Mixed methods were used. To assess the learners’ learning engagement, data involving the weekly discussion forum, weekly participation on the platform, vocabulary exercises, and open questions about the benefits and gains from the forum were collected and analyzed. The result indicated an improved learning engagement in the PLE-IELTS platform. To evaluate learners’ cognitive achievement, the pre-and post-test of IELTS listening and reading were carried out. The result of the pre-and post-test indicated a signiﬁcant difference, indicating the improved cognitive performance of the participants. This paper offers insights into the construction of a highly engaged and cognitively effective PLE platform that is universally accessible and inclusive for all.

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来源期刊

International Journal of Virtual and Personal Learning Environments Social Sciences-Education

CiteScore

1.70

自引率

0.00%

发文量