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The impact of learner-, instructor-, and course-level factors on online learning
Computers & Education ( IF 12.0 ) Pub Date : 2020-06-01 , DOI: 10.1016/j.compedu.2020.103851
Binbin Zheng , Chin-Hsi Lin , Jemma Bae Kwon

Abstract The number of K-12 students taking online courses has been increasing tremendously over the past few years. However, most research on online learning either compares its overall effectiveness to that of traditional learning, or examines perceptions or interactions using self-reported data; and very few studies have looked into the relationships between the elements of K-12 online courses and their students' learning outcomes. Based on student-, instructor-, and course-level data from 919 students enrolled in eight online high-school English language and literature courses, the results of hierarchical linear modeling and content analysis found that project-based assignments and high-level knowledge activities were beneficial to learning outcomes – though not necessarily among students who took these courses for credit-recovery purposes. The paper also discusses implications for both online course-design practices and future research on predictors of online-learning success.

中文翻译:

学习者、教师和课程层面的因素对在线学习的影响

摘要 在过去几年中,参加在线课程的 K-12 学生人数急剧增加。然而,大多数关于在线学习的研究要么将其整体有效性与传统学习进行比较,要么使用自我报告的数据检查感知或互动;很少有研究研究 K-12 在线课程的元素与学生学习成果之间的关系。基于 8 门在线高中英语语言文学课程的 919 名学生的学生、教师和课程级数据,分层线性建模和内容分析的结果发现,基于项目的作业和高级知识活动有利于学习成果——尽管不一定在那些为了学分恢复目的而参加这些课程的学生中。
更新日期:2020-06-01
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