ABSTRACT

Self-directed learning (SDL) ability, its usefulness in higher education and life-long learning have been highlighted in previous literature. However, there has been much less understanding of the effects of SDL ability in the school settings, specifically the effects on learners’ SDL behaviors and processes. To address this limitation, this study investigated the relations between SDL ability, SDL behaviors, and reading outcomes and further explored the process of planning behaviors in SDL. This study examined the context of SDL for extensive reading using a goal-oriented active learning system, GOAL. The results showed that the high SDL ability students demonstrated significantly more reading outcomes in terms of books completed and the number of days read than those with low SDL ability. The high SDL ability students engaged significantly more in planning behaviors, that were found to be significantly correlated with reading outcomes, than the low SDL ability students. Cluster analysis and transition analysis also differentiate groups of learners with different planning behaviors. These findings suggested that the learning behaviors and outcomes facilitated by the environment were affected to varying degrees by the levels of students’ SDL ability, and personalized feedback can be created using the SDL behavioral variables and patterns in the environment.

摘要

以往的文献已经强调了自主学习（SDL）能力及其在高等教育和终身学习中的有用性。然而，人们对学校环境中 SDL 能力的影响，特别是对学习者 SDL 行为和过程的影响了解甚少。为了解决这一局限性，本研究调查了 SDL 能力、SDL 行为和阅读结果之间的关系，并进一步探讨了 SDL 中规划行为的过程。本研究使用面向目标的主动学习系统 GOAL 检验了 SDL 进行泛读的背景。结果显示，SDL 能力高的学生在完成的书籍数量和阅读天数方面表现出比 SDL 能力低的学生明显更多的阅读成果。高 SDL 能力的学生比低 SDL 能力的学生更多地参与计划行为，这些行为与阅读结果显着相关。聚类分析和转移分析还可以区分具有不同计划行为的学习者群体。这些发现表明，环境促进的学习行为和结果在不同程度上受到学生 SDL 能力水平的影响，并且可以使用环境中的 SDL 行为变量和模式创建个性化反馈。