教学临场感、自主学习与学生参与对在线学习成效的影响实证研究
An Empirical Study on the Effects of Teaching Presence, Self-Regulated Learning, and Student Engagement on Online Learning Performance
摘要: 本研究探讨了教学临场感与自主学习在大学英语课程中对学生参与度与在线学习绩效的共同作用。基于“探究共同体”框架与自主学习理论，本研究构建并检验了结构方程模型，数据来源于278名参加大学英语慕课的一年级本科生。结果显示：教学临场感对情感参与与行为参与具有显著正向预测作用，但对认知参与无显著影响；自主学习则对三类参与(情感、行为与认知)均产生积极作用。此外，行为参与、情感参与与认知参与均显著促进学习绩效。中介效应分析进一步表明，学生参与在教学临场感、自主学习与学习结果之间发挥部分中介作用，其中认知参与仅在自我调控与学习绩效的关系中发挥关键中介作用。研究结果强调了在在线学习环境中，既要发挥有效的教学临场感，又要促进学生的自主调控，以提升学生参与度并优化学习成效。本研究为在线教育者与课程设计者提供了实践启示，即通过教学支架与学生赋能的结合，可有效提升大学英语教学的在线教学效果。
Abstract: This study examines the combined effects of teaching presence and self-regulated learning on student engagement and online learning performance in a college English course. Grounded in the “Community of Inquiry” framework and self-regulated learning theory, this research constructs and tests a structural equation model using data from 278 first-year undergraduate students enrolled in a college English MOOC. The results indicate that teaching presence significantly and positively predicts emotional and behavioral engagement but has no significant effect on cognitive engagement. In contrast, self-regulated learning positively influences all three types of engagement (emotional, behavioral, and cognitive). Furthermore, behavioral, emotional, and cognitive engagement all significantly enhance learning performance. Mediation analysis further reveals that student engagement partially mediates the relationships between teaching presence, self-regulated learning, and learning outcomes, with cognitive engagement playing a key mediating role only in the relationship between self-regulation and learning performance. The findings underscore the importance of fostering effective teaching presence while promoting students’ self-regulation in online learning environments to enhance engagement and optimize learning outcomes. This study offers practical insights for online educators and course designers, suggesting that a combination of instructional scaffolding and student empowerment can effectively improve the outcomes of online college English instruction.
文章引用：刘煜. 教学临场感、自主学习与学生参与对在线学习成效的影响实证研究[J]. 现代语言学, 2025, 13(11): 731-742. https://doi.org/10.12677/ml.2025.13111220

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