基于计算机学习环境下的自我调节学习

自我调节学习是学习者获得成功学习的重要因素,因此如何促进和利用学习者的自我调节学习能力就成为基于计算机的学习环境设计的关键问题。欧洲电子学习网络推出的iClass项目以自我调节学习的理论与模型为指导,充分促进了自我调节学习的实现。未来基于计算机学习环境的设计可以从多个方面促进学习者的自我调节学习。     

Metacognition, Self-Regulation, and Self-Regulated Learning: Research Recommendations

Much research has been conducted on metacognition, self-regulation, and self-regulated learning, but the articles in this special issue make it clear that we still have many unanswered questions. Recommendations for research include providing clear definitions of processes, identifying relevant theories, ensuring that assessments clearly reflect processes, linking processes with academic outcomes, conducting more educational developmental research, and tying processes firmly with instructional methods. Collectively, these recommendations will enhance our understanding of metacognition, self-regulation, and self-regulated learning and will lead to solid implications for educational policy and practice.     

Assessing Motivation and Self-Regulation in Learning within a Predictive Design: Incorporating Systematic Elements of Change

This article comments on the target paper by Vollmeyer and Rheinberg. As the emphasis of this special issue is on the assessment of self-regulation in learning, my commentary will focus on the various aspects of the research design, measures, and analyses.     

Learning Environments Research in Asia: Editor's Introduction

A recent book entitled Studies in Educational Learning Environments: An International Perspective not only traces the remarkable expansion of the field of learning environments internationally, but it also provides a unique focus on the distinctive contributions made by Asian researchers. Asian researchers have translated and cross-validated questionnaires that originated in the West, and have used them in various lines of research. Gaps in Asian research on learning environments and desirable directions for future research are considered.     

Metacognition, Self Regulation, and Self-regulated Learning: A Rose by any other Name?

This commentary reviews the distinctions researchers make in defining metacognition, self-regulation, and self-regulated learning along with the methods used to explore these constructs. Bandura’s notion of reciprocal determinism (1977) is revisited in the context of situated learning, whereby interactions between the person, behavior, and environment take on new meaning when examining learning and affect in specific contexts where knowledge is constructed through interacting with all that the environment affords, be that material or human. The interaction between the mind and environment continues to be an interesting question with regard to these three constructs, and this interaction can be explored by using computers as cognitive tools. Technology-rich environments are described that provide opportunities for assessing and validating metacognition, self-regulation, and self-regulated learning with future directions for assessing co-regulation of teams of learners.     

WebCT Role-Playing: Immediacy Versus E-Mediacy in Learning Environments

University teachers are increasingly encouraged to use e-Learning techniques to expand on- and off-campus learning environments available to students. Many e-Learning tools are attractive because of their ease of use and considerable research has demonstrated their popularity with both students and educators. Our research deviates from discourses promoting the attractiveness of the technology and instead examines the quality of learning outcomes offered by e-Mediated techniques, especially for distance learners. We outline an experiment in which e-Mediated delivery was compared to the immediacy of face-to-face teaching exercises. We demonstrate that, despite the ease of design, students in the e-Mediated environment did not retain or apply their knowledge as well as those from the face-to-face medium. We provide suggestions as to why this is the case and make recommendations for overcoming the hurdles in e-Mediated delivery identified by our research. This revised version was published online in July 2006 with corrections to the Cover Date.     

虚拟环境下英语学习模式的研究

近年来，随着因特网在我国的迅速发展，越来越多的人意识到了网络学习的重要性。教师被期望成为指导者和设计者，课堂则设计为以学生为中心。教师应具备在虚拟环境下英语自主、合作、探究式学习的足够知识。     

论基于WebX.0的网络学习环境设计

WebX.0正由连接信息的简单网页发展为连接人类智慧的愈加复杂和智能的元网络（Meta Web）,这对传统的由“教”的一方驱动的网络学习环境设计提出了挑战.对环境整体而言,环境形成良性生态循环有利于维持其可持续发展;对学习者而言,当学习者面对多种网络组成的复杂的、具有高度不确定性的学习环境时,根据自身的需求构建个人学习环境（Personal Learning Environment,PIE）是促进其学习的最有效方式.因此,WebX.0时代的网络学习环境设计应当以创设网络学习生态和利于学习者构建PLE为目标,以学习者的需求为起点,提高“以学习者为中心”、“标准化”、“一体化”、“开放化”的程度,以更好地促进学习者在复杂网络学习环境中通过构建PLE进行的有效学习.     

Project Selection in the Design Studio: Absence of Learning Environments

Project selection is an essential matter of design teaching. Based on observations of a specific curriculum, the author claims that a wide repertoire of subjects including offices, restaurants, hotels, and other public places are used to prepare design students, but that schools and other “learning environments/ schools” are similarly ignored. Considering this, the study unfolds reasons why interior design studios do not assign “learning environments” as design projects. Moreover, it analyzes a specific learning environment, in terms of its considerable scope and adequate complexity, as a design problem.     

乔纳森建构主义学习环境设计理论的系统研究与当代启示

作为当代美国教学设计领域的领军人物,乔纳森提出了建构主义学习环境设计的理论与模型,对教学设计的发展产生了很大影响。本文主要针对建构主义学习环境设计模型,以及与该模型相关的研究和案例进行了系统的分析与评介,并基于对乔纳森建构主义学习环境设计理论的理解,从教学设计方法、技术观和实践三方面提出了我国教学设计研究可借鉴的新思路或新路径。     

设计最优化学习环境:OECD研究的视角

设计最优化学习环境是面向21世纪的"适应性教育"所提出的要求,它有助于学习者形成"适应性能力"。OECD的研究认为,要善于提炼新学习的基本特征,这就是主动建构、自我调节、情境相依和协同努力。与此相连的新学习本质观主张:在学习过程中学习者应积极投身于学习活动中,持续努力,确保成功;重视学习者已有知识,强化知识组织,形成合理的知识结构与线索,形成一种完整的知识图景;遵循信息加工能力的限制条件,重视学习中动机、情感与认知的动态交互;培养学习者理解概念、通晓程序和自我调节的协调能力,致力于达到学习迁移的效果。为此,设计最优化学习环境的基本原则是:生本教学、自我调节;注重交往、善用合作;关注动机、情知相依;利用旧知、因人施教;富有挑战、减负增效;紧扣目标、不断反馈;学科融合和内外互通。     

An Exploratory Study of Situated Conceptions of Learning and Learning Environments

This paper describes a study designed to test whether situated conceptions of learning can be measured using questionnaires, and the relations between these aspects of students’ awareness, their awareness of other environmental variables, and their learning outcomes. A situated conception of learning is one that is evoked and adopted by students in response to their perceptions of their learning tasks in a particular context. It may reflect the aims they have for their studies, once they have started that study and experienced that study environment. The results from this small-scale, limited-context study showed that when students perceived the learning environment as being more supportive of learning, they were more likely to describe a situated conception of learning that was more closely aligned with those promoted by the University. They also had higher scores on the deep approach to learning scale, lower scores on the surface approach scale, and expected to leave university with a higher degree classification. These associations, which suggest that situated conceptions, like prior experience of learning, may be a crucial indicator of learning approach and outcomes of learning, are sufficiently large to warrant more rigorous investigations.     

A Cross-cultural Study of Classroom Learning Environments in Australia and Taiwan

This research is distinctive in that it not only provides an example of one of the few cross-cultural studies in science education, but also it used multiple research methods from different paradigms in exploring classroom learning environments in Taiwan and Australia. This article describes the validation and use of an English and Mandarin version of the What is Happening in this Class? (WIHIC) questionnaire in junior high school science classes in Australia and Taiwan. When the WIHIC was administered to 1,081 students in 50 classes in Australia and to 1,879 students in 50 classes in Taiwan, data analysis supported the reliability and factorial validity of the questionnaire, and revealed differences between Taiwanese and Australian classrooms. Although the study commenced from a more positivistic framework, favouring a more objectivist view, as the study progressed, it employed an interpretative framework and drew on elements of constructivist and critical theory paradigms. This article outlines the researchers' use of multiple research methods including classroom observations, in-depth interviews and narratives. The themes which emerged from the data gathered using these methods helped to make sense of classroom environments that were created in each country.

     

自我调节学习循环模式的实践应用

自我调节学习理论的提出主要来自于对美国三次教育改革运动的反思,相关研究以社会认知学派的影响最为广泛。进入20世纪80年代后,人们逐渐意识到智力和环境并不能完全解释学生学业成就的差异,学习者本人在学习活动中的作用越来越引起人们的关注。自我调节学习循环教学模式不仅凸显了学生的主体地位,还可以培养学生对学习策略的使用,教师在对学生使用自我调节学习循环模式进行指导时,也能够通过学生的反馈发现教学中的问题,从而加以改进,使得教学内容更符合学生的需求。     

"计算机数学基础"自主学习导学模式研究

本以Zimmerman的自主学习理论作为构建自主学习“计算机数学基础”导学模式的理论基础，依据该理论指出了学生自主学习该课程存在的主要问题，在解决这些问题的基础上构建了促进学生自主学习该课程的导学模式：资源设计-精讲导学-互动交流-评价监控。     

开放学习环境的设计

开放学习环境指利用教育技术手段和资源来支持不同的学习目的和知识建构的环境。在开放学习环境中，有三个重要的成分：能够促进学生对复杂现象进行观察和实验的可视化和可操作工具；能够促进学生进行普遍原理与日常经验整合的科学性上下文；能够支持以学生为中心进行信息查询的基于资源的环境，对这三个成分的设计是开放学习环境设计的关键。     

游戏对网络学习环境设计的启示——一部电脑游戏的设计分析与评价

本文从“重返不可思议的机器；精巧设计”这一电脑游戏。的设计分析与评价入手，探寻游戏吸引玩家主动参与的成功设计因素，并尝试将其指导与应用于网络学习环境设计中。为把学习的快乐本原还给学生，笔者根据对游戏设计的分析提出了构建有效网络学习环境时可借鉴的几点做法，希望能为网络教育的研究发展带来一些有益的思路和参考。     

Research into Practice: Current Trends in Educational Technology Research: The Study of Learning Environments

Educational technology research has passed through a number of stages, focusing, in turn, on the content to be learned, the format of instructional messages, and the interaction between computers and students. The field is now concerned with the study of learning in complete, complex, and interactive learning environments. These environments allow both the simulation of experiences that students might have in the real world and also the creation of compelling experiences that cannot normally be experienced directly. Learning environments also often allow students to communicate their own ideas with the use of a variety of symbol systems. These environments are also frequently inhabited by more than one person, making learning within them a social activity where learning is distributed among both people and artifacts. Finally, these learning environments are complex. Studying how they contribute to learning therefore requires research methods other than controlled experiments. This paper reviews research on learning environments to give both an historical perspective on educational technology research and a selective view of the current state of the discipline. It concludes by identifying implications for both practice and future research.     

Teachers as Designers of Learning Environments

Abstract

This study examined how six Singapore teachers approached the design and implementation of a unit of work (topic) to demonstrate exemplary classroom practices that engage learners and use ICT in knowledge-generative rather than presentational activities. After a reflection and feedback session on the first lesson observation involving the researcher and the teacher, the teacher redesigned the lesson to enhance ICT use and involve students more actively in their learning. Our study revealed that there is a difference between students' physical engagement and cognitive engagement in a task and that the teacher, as a designer of the learning environment, needs to make explicit the cognitive processes involved in using the tool to ensure students' effective use of ICT. The teachers' understanding of what constitutes effective learning and their roles in students' learning determine how they design the learning environment. In essence, it is the teacher's skill in managing the “tripartite” partnership of IT tool, learning task, and teacher support that brings about higher levels of student engagement.