Online Learning Self-Efficacy in Students With and Without Online Learning Experience

A need was identified for an instrument to measure online learning self-efficacy, which encompassed the wide variety of tasks required of successful online students. The Online Learning Self-Efficacy Scale (OLSES) was designed to include tasks required of students enrolled in paced online courses at one university. In the present study, the twenty-two-item scale was completed by 338 postsecondary students with and without online learning experience. Separate principal components analyses were performed using data collected from participants who had and had not completed an online course. The results were similar for the two groups. A three-subscale structure was selected for use with all individuals. The three subscales represent items concerning (1) learning in the online environment, (2) time management, and (3) technology use. The reliability and validity of scores on the OLSES was explored through group comparisons and correlations. Suggestions for the use of the instrument with other populations are discussed.     

Online Technologies Self-Efficacy and Self-Regulated Learning as Predictors of Final Grade and Satisfaction in College-Level Online Courses

This study was designed to examine performance as a function of grade and course satisfaction in online undergraduate level courses, specifically students' self-efficacy for online technologies and self-regulated learning strategies. This research included a sample (N = 815) of community college students enrolled in liberal arts online courses during a single semester. The results of this study showed that online technologies self-efficacy scores were not correlated with student performance. Of the Motivated Strategies for Learning Questionnaire subscales, time and study environment and effort regulation were significantly related to performance. Students who scored higher on these subscales received higher final grades. In addition, rehearsal, elaboration, metacognitive self-regulation, and time and study environment were significantly positively correlated with levels of satisfaction.     

Relationships between Learning Styles and Online Learning

This paper examines research on learning styles as related to online learning for adult learners. There is much disagreement regarding the definition of learning style. This paper defines it as an individual's preferred way of learning. The focus is on the extent to which learning styles are able to predict student success (e.g., grades, attitudes). The paper discusses nine different instruments that were used in various studies. Curry's model, which uses the metaphor of the layers of an onion, is used to categorize the instruments by theme for the sake of comparison. Criticisms of learning style research include: the vagueness of the construct “learning style”; the fact that the instruments are self‐assessments; mixed results from research that searched for a relationship with online learning; and the difficulty of comparing different studies when online learning can include many different methods and technologies. Finally, I reach a conclusion regarding the suitability of studying the relationship of learning styles and success in online courses.     

Online Teaching and Self-Efficacy to Work With Suicidal Clients

We used an experimental design to evaluate the impact of three online teaching strategies on students' self-efficacy to work with suicidal clients. Results showed that the three strategies, informed by adult learning and social learning theory, were equally effective. Implications for programs preparing students for suicide intervention roles are discussed.     

大学生学业情绪与学习投入的关系:学业自我效能感的中介作用

为探讨大学生学业情绪与学习投入之间的关系,以及学业自我效能感在其中的中介作用,采用学习投入量表(UWES-S)、大学生学业情绪量表和学业自我效能感量表对1030名在校大学生进行问卷调查。结果发现:(1)大学生学习投入普遍处于中等水平;(2)学习投入与积极活动定向学业情绪、积极结果定向学业情绪、消极结果定向学业情绪以及学业自我效能感均呈显著正相关,与消极活动定向学业情绪呈显著负相关。(3)学业自我效能感在积极活动定向学业情绪、积极结果定向学业情绪、消极活动定向学业情绪与学习投入之间起部分中介作用,在消极结果定向学业情绪与学习投入之间不存在中介作用。     

Computer Self-Efficacy and Motivation to Learn in a Self-Directed Online Course

Despite the increased use of new learning technologies, there is still much to be learned about the role of learner characteristics in online learning. The purpose of this study was to examine how subjects' characteristics normally associated with effective training (i.e., initial motivation to learn and self-efficacy) related to learning in a self-directed online course. From an analysis of 190 respondents, computer and Internet usage prior to the start of class were positively related to individuals' computer self-efficacy and computer self-efficacy was positively related to learning. However, contrary to expectations, computer self-efficacy was not related to initial motivation to learn and motivation to learn was not related to learning in the class. Post hoc analysis of qualitative data enabled a rich explanation of the findings, including an evaluation of the unexpected relationships among the variables of interest and the nature of self-directed courses in virtual learning environments.     

论材料与学术研究之关系

材料是学术研究之基石,各类材料都有不可避免的局限性。学术研究本质上是用运研究材料缔造“海市蜃楼”的观念活动。只有以开阔的研究视野,尽可能全面地选择一切可用的材料,使用科学的研究方法对材料进行缜密的研究,才能取得有价值的学术成果。     

Prior Work Experience and Academic Achievement Among First-Year MBA Students

The purpose of this study was to investigate the relationship between students' prior work experience and subsequent success during the first year in an MBA program. We present a rationale for the use of work experience as a selection criterion (based on the training-readiness literature) but also present another argument (based on the career-stage literature) that counters the prevailing view about the appropriateness of this selection standard. Using data from a unique sample of 230 MBA students and controlling for such factors as the type of undergraduate program attended, undergraduate GPA, and total score on the Graduate Management Admission Test, prior work experience was found to account for only a small proportion of the variance in first-semester grades and was found to be unrelated to academic performance in the second semester. Taking these results and other existing empirical studies into account, there is little support for the view that previous work experience (as assessed by typical admission procedures) leads to higher levels of academic achievement. Implications for admissions policy, hiring companies, and those considering graduate study in business are discussed.     

远程教育中在线学习投入与学习绩效关系的实证研究

提出了在线学习投入评估模型以及评估模型的具体度量指标,通过聚类K-means算法对国家开放大学样本数据进行聚类分析,结果表明在线学习投入与学习绩效的关系可以分为四种类型.在线学习投入与绩效关系的分类,有利于了解学习者学习投入特征,为开展个性化学习提供支持服务,为学习者提高学习质量提供数据支持和参考依据.     

学习动机、外语学习策略与学习成绩之间的关系研究

通过对455 名本科大学生的学习动机状况和外语学习策略使用情况的测查,将教育心理研究中的动机构成因素和外语教学研究中具体运用的外语学习策略结合,探讨了学习动机、外语学习策略与学习成绩之间的关系。     

学习效能感在高中生班级环境与 学习动机间的中介效应

为考察高中生学习效能感在班级环境与学习动机间的中介效应,采用学习动机、学 习效能感和班级环境问卷调查403名高中生.结果表明:(1)女生威信动机高于男生;男生 学习效能感高于女生;师生关系一年级好于二年级,女生好于男生;(2)学习动机与师生关 系、竞争、基本能力感和控制感正相关;基本能力感与秩序纪律负相关,与同学关系和控制 感正相关;控制感除学习压力外,与班级环境其他维度正相关.(3)基本能力感在秩序纪律 和学习动机间具有中介作用,控制感在竞争和学习动机间具有中介效应.高中生学习动机 的激发与维持的关键是提高学生的学习效能感,适当的竞争环境与相对民主、自由的班级 氛围有利于学生学习效能感的提高.     

The Relationships Between Life Satisfaction,Gender, Social Security,and Depressive Symptoms Among Elderly in Turkey

The main aim of this study was to investigate the relationships between life satisfaction, gender, social security, and depressive symptoms of the Turkish elderly. This cross-sectional study included 216 (female = 127, male = 89) participants with ages ranging from 60 to 93 years (mean = 71.60 ± 7.39). Information Gathering Form and Life Satisfaction and Geriatric Depression Scales were used for data collection. It was determined that 42.1% of the elderly who participated in this study had high depressive symptoms scores. Life satisfaction (OR = 0.63, 95% CI = 0.53–0.71), lack of social security benefits (OR = 3.52, 95% CI = 1.25–9.89), and gender (OR = 2.53, 95% CI = 1.17–5.50) predicted the depressive symptoms significantly. The results of the study indicate that while depression risk increases, life satisfaction decreases. In addition, lack of social security benefits and being female also increase the risk of depression in the Turkish elderly.     

The Relationships among Language Self-Efficacy,Listening Strategy and Academic Achievements:A Case of Chinese Qinghai-Tibet Plateau EFL learners

The present study was carried out to analyze the effect of language self-efficacy and listening strategy on academic achievements in Chinese Qinghai-Tibet Plateau EFL learners.To achieve this goal,eighty-seven university students participated in the study and filled in language self-efficacy and listening strategy questionnaire.The result revealed that learners’language self-efficacy,listening strategy are positively correlated with academic achievements.Comparing the two factors influencing language learning,self-efficacy has higher prediction than listening strategies to academic achievements.Inner correlation exists in language self-efficacy and listening strategies.No gender exists.The study shed more light on the influence of self-efficacy and listening strategy on students’performance.     

Self-Efficacy,Stress, and Academic Success in College

This paper investigates the joint effects of academic self-efficacy and stress on the academic performance of 107 nontraditional, largely immigrant and minority, college freshmen at a large urban commuter institution. We developed a survey instrument to measure the level of academic self-efficacy and perceived stress associated with 27 college-related tasks. Both scales have high reliability, and they are moderately negatively correlated. We estimated structural equation models to assess the relative importance of stress and self-efficacy in predicting three academic performance outcomes: first-year college GPA, the number of accumulated credits, and college retention after the first year. The results suggest that academic self-efficacy is a more robust and consistent predictor than stress of academic success.     

高校教师在线教学行为与学生在线学习满意度分析

采用问卷调查法,对高校教师在线教学行为及学生在线学习满意度进行了调查。结果表明:从学生角度来看,对操作类或实验类的资源、网络速度以及教师提供的客观教学条件等体验较差,认为在线教学效果比现场教学效果差。从教师角度来看,在教学评价与指导行为上受到一定限制,表现在示范艺体、实验等操作技能,论文写作训练等专业方面。突出表现在:在线教学缺乏充足的教学硬件条件保障,操作及实验类教辅资源紧缺,“新瓶装旧酒”的在线教学效果不好。为此,应加强政府主导,社会参与,共建良好的教学环境与条件;鼓励优质虚拟实验教学资源与平台的共建与共享;对混合式学习进行优化升级。     

Recognising Prior Learning: Understanding the Relations Among Experience, Learning and Recognition from a Constructivist Perspective

This article discusses the relation between experience and learning in the context of recognition of prior learning (RPL) and from an experiential constructivist perspective. The study is based on a case of in-service training, based on RPL, in the care sector for elderly people. The data consist of interviews with actors in this process, which have been analysed with a qualitative interpretative approach. The results show how prior learning plays a central role in the training process, both on an individual and a collective level. The participants’ prior learning is taken as the starting point, particularly in learning conversations where prior learning is made visible and used, and where participants learn from each other. Further, new learning is taking place as a consequence of the recognition process, and the study particularly highlights how prior experiences could be the basis of new learning in a process of reflection and discussion.     

Assessing an Online Student Orientation: Impacts on Retention,Satisfaction, and Student Learning

To help prepare students for the rigors of an online master’s degree in technical and professional communication, I created a course-embedded online student orientation (OSO) structured by the community of inquiry theory of online learning. The study researched the effect of the OSO on student satisfaction, student perceptions of online learning, and students’ program retention. The OSO was effective in helping students to reflect on their learning and demonstrated students’ interest in peer collaboration.     

在线学习中活动感知对社会性技能、社群归属感和学习满意度的影响

本研究目的在于探讨增强性的活动感知与网上学习的社会性互动本质之间的关系及其相互影响。作为一个基于设计的研究项目,我们已建立了对网路学习之社会性因素的深入了解,且开发了一个背景感知活动通知系统以支持活动感知,用于提升学习者网上学习的社会性技能。本研究通过问卷调查的方法收集资料,主要针对六门使用活动感知支持系统的网上学习课程,学生对其自身网上学习经验的认知。研究结果显示,学生获取活动讯息的途径、他们对活动讯息有效性的认知,对他们网上学习的社会性技能、社群归属感、以及学习满意度有正向的影响。此外,学生的网上社会性技能的组成要素也以不同的方式影响着他们的网上社群归属感和学习满意度,例如,学生对同伴与教师存在的感知以及分享个人资料的舒适度,影响着他们对社群归属感的认知;学生对教师存在的认识和社群归属感,也影响他们的学习满意度。