大学生学习性投入调查研究

本研究以NSSE-China为调查工具,以福州大学为案例,通过福州大学与"985"、"211"院校常模在五大可比指标、主要教育环节上的比较研究,发现福州大学在本科教育方面存在的问题,并就问题进行分析,提出了改进建议。     

Student Engagement and Student Learning: Testing the Linkages*

This study examines (1) the extent to which student engagement is associated with experimental and traditional measures of academic performance, (2) whether the relationships between engagement and academic performance are conditional, and (3) whether institutions differ in terms of their ability to convert student engagement into academic performance. The sample consisted of 1058 students at 14 four-year colleges and universities that completed several instruments during 2002. Many measures of student engagement were linked positively with such desirable learning outcomes as critical thinking and grades, although most of the relationships were weak in strength. The results suggest that the lowest-ability students benefit more from engagement than classmates, first-year students and seniors convert different forms of engagement into academic achievement, and certain institutions more effectively convert student engagement into higher performance on critical thinking tests. *A version of this paper was presented at the annual meeting of the American Educational Research Association, San Diego, April 2004.     

Student Engagement and Student Learning: Examining the Convergent and Discriminant Validity of the Revised National Survey of Student Engagement

The present study examined the relationships between student engagement, represented by two versions of the National Survey of Student Engagement (NSSE) and self-reported gains in learning. The study drew on institutional-level data from participating institutions in 2011 and 2013. The objective of the research was to compare evidence of convergence and discrimination for the two versions of NSSE using canonical correlation analysis. Results indicated that both versions of NSSE provided clear evidence of convergence in that student engagement measures were significantly and positively related to perceived gains in learning. However, only the most recent version of NSSE provided strong evidence of discrimination (i.e., differential relationships between engagement measures and self-reported learning outcomes). Thus, the revised NSSE appears to offer substantial advantages for institutions interested in more nuanced understandings of the relationships between student engagement and perceived learning outcomes. Implications for educators, with goals of enhancing student learning, and for researchers, who often compare complex sets of data, are included.     

烟台大学本科生学习性投入程度调查研究

本文主要针对"NSSE-China量表的信度"和"烟台大学在全国大学中处于怎样的水平"来进行分析和阐述。研究发现,烟台大学在校园环境的支持程度(SCE)上高于全国平均水平,且明显优于"211工程"院校平均水平;在学业挑战度(LAC)、主动合作学习水平(ACL)、生师互动(SFI)三个指标方面与"211工程"院校无明显差别;与地方本科同类院校相比,在教育经验的丰富程度(EEE)和校园环境的支持程度(SCE)上毫不逊色;在学业挑战度(LAC)、主动合作学习水平(ACL)、生师互动方面(SFI)上要低于地方本科同类院校平均水平。     

大学生合作学习参与程度调查研究

合作学习已逐渐发展为一种主流的教学理论与策略,普遍应用于当前的学校教学中。但现有的相关研究多聚焦于中小学生,对于大学生的合作学习情况则少有研究。针对这一结构性缺失,本研究采取了实证调查方式,对大学生合作学习的参与程度及其影响因素进行了探讨和分析,以期提出富有针对性的建议,从而更好地发挥合作学习在提升大学生综合能力方面的作用。     

网络课程学习的参与度研究

专业课程的全英文授课常因阅读量较大、专业词汇难记而使得学生对课程学习的参与度低,学习效果不佳。本研究探索了利用互联网讨论组功能以及英文专业网站论坛来提高学生学习参与度的方法,同时利用Archer提出的反思性模型来研究学生参与教学活动的一系列反思模式。通过讨论内容的统计分析和与参与者面谈的方式,我们考察并提高了网络辅助学习环境中学生对全英文专业课程学习的参与效果。     

Adding Value: Learning Communities and Student Engagement

This study examines the relationships between participating in learning communities and student engagement in a range of educationally purposeful activities of first-year and senior students from 365 4-year institutions. The findings indicate that participating in a learning community is positively linked to engagement as well as student self-reported outcomes and overall satisfaction with college.     

Student Engagement: A CCSSE Follow-Up Study to Improve Student Engagement in a Community College

This qualitative case study at a two-year community college investigated the reasons behind a persistent gap in the college students’ engagement level in several key areas such as active and collaborative learning and student-faculty interaction as demonstrated in the longitudinal Community College Survey of Student Engagement (CCSSE) and the Community College Faculty Survey of Student Engagement (CCFSSE) results. Using the maximal variation purposeful sampling method, 63 students participated in the study. Results suggested that students’ own perception and behaviors, faculty’s expectations and characteristics, the course characteristics, and institutional level support all played an important role in engaging students. There was a disparity between students’ high perception of the importance of engagement and low level of effort and a disparity between faculty’s perception of student engagement and students’ own perception of engagement. Community college students welcomed high expectations and high standards from their faculty and also desired more challenging courses despite all the obstacles in their lives. Discussions and recommendations for strategies to close the gap in the two disparities and, thus, improve student engagement level are provided.     

A Theory-Driven Model of Community College Student Engagement

This mixed-methods study develops, operationalizes, and tests a new conceptual model of community college student engagement. Themes emerging from participant observations and semistructured interviews with 30 adult students enrolled at a Large Best Practices Community College (LBPCC) over the 2005–2006 academic year are used to guide selection of Self-Determination Theory (Deci & Ryan, 1985 Deci , E. L. & Ryan , R. M. ( 1985 ). Intrinsic motivation and self-direction behavior . New York : Plenum .[Crossref] , [Google Scholar], 2000 Deci , E. L. & Ryan , R. M. ( 2000 ). Intrinsic and extrinsic motivations: Classic definitions and new directions . Contemporary Educational Psychology , 25 , 54 – 67 .[Crossref], [PubMed], [Web of Science ®] , [Google Scholar], 2002 Deci , E. L. & Ryan , R. M. ( 2002 ). Handbook of self-determination research . Rochester , NY : University of Rochester . [Google Scholar]) to frame the new conceptual model. Structural equation modeling techniques confirm that variables and relationships proposed by the new model represent a good fit with data from over 1,000 students surveyed in the Community College Survey of Student Engagement. Findings from this study suggest that community college engagement and related outcomes can be fostered by tuning campus policies, practices, and climates to promote students' senses of belonging, competence, and autonomy.     

Reconsidering the Relationship Between Student Engagement and Persistence in College

Using data from two rounds of surveys on students in the Washington State Achievers (WSA) program, this study examined the relationship between student engagement in college activities and student persistence in college. Different approaches using student engagement measures in the persistence models were compared. The results indicated that the relationship between student engagement and the probability of persisting was not linear. Even though a higher level of social engagement was related to an increased probability of persisting, a higher level of academic engagement was negatively related to such probability. The findings have strong implications for educational research, policy, and practice.     

Requiring Participation: An Instructor Strategy to Influence Student Interest and Learning

Instructors are faced with the challenge of engaging students in the learning process. This study examined the effects of participation requirements on students' (N = 258) affective learning, interest, and cognitive learning using the Affective Learning Model and the Instructional Beliefs Model. Affective learning mediated the relationship between student participation requirements and cognitive learning, and student interest mediated the relationships between participation requirements and cognitive learning, supporting the IBM. The results provide insight into course-specific structural tactics that instructors can employ to enhance the educational experience for college students.     

在线课程教学的交互形式与学生学习投入表现的关系探究

教学交互是实现在线教与学再度整合的关键,也是影响学生在线学习投入的重要因素。作为同步课堂特殊交互方式之一的视频交互亦对教学交互和学生在线学习投入的关系产生重要影响。基于30所高校15441名研究生的调查数据,通过结构方程模型与分层回归模型,围绕在线课程教学交互与学习投入的关系展开分析。结果发现,在线课程生生交互、生师交互和内容交互能分别正向预测学生的在线学习行为投入、认知投入和情感投入;生生视频交互正向调节了教学交互与行为投入、认知投入以及情感投入的关系;而生师视频交互对教学交互与在线学习投入的关系无显著影响。在未来的在线教育过程中,可通过营造社会性交互环境、丰富交互内容、关注"触发性"交互事件、保障视频交互质量等方式促进学生在线课程的学习投入。     

Narratives of Student Engagement in an Alternative Learning Context

The concept of student engagement is critical in the discussion of school reform. This issue is particularly important in dropout prevention programs such as the alternative high school, although little empirical work guides intervention efforts. In this qualitative research, ethnographic observations were combined with interviews with 24 students and 12 teachers to examine how the offerings of the learning environment interact with the processes of engagement through the perspective of students in a high-functioning alternative high school. Youth narratives provide an account of the development of engagement in the context of supportive relationships and a caring school community. Findings suggest that affective engagement precedes school identification and behavioral commitments to learning. Their narratives aid in understanding how students construct stories of transition in the schooling process, and help to contextualize current theories that describe engagement in learning for youth placed at risk.     

合法的边缘性参与下的M-learning共同体

移动学习是随着移动通讯技术的发展和设备的普及,在数字化学习基础上出现的又一新学习模式。从情景学习理论看,移动学习似乎有颠覆传统学习环境的可能,移动学习共同体在学习者合法的边缘参与上也与传统学习共同体存在着较大的不同。用情境学习理论对移动学习共同体进行分析,有助于我们弄清移动技术对学习和学习共同体产生了哪些影响,使我们在组织学习共同体时能趋利避害。