在线自主学习资源匹配性及收费调节对学习效果影响研究
Research on the Impact of Online Self-Regulated Learning Resources Matching and Fee Moderator on Learning Effect
摘要: 近年来，随着远程电化教育的快速发展，在线自主学习的方式被更多人认可和采用。然而，在线学习效果却不尽如人意，引人担忧。本文从在线学习资源与学习者的匹配性、学习者感知的在线学习平台特性两个方面，分别讨论其对在线学习效果的影响以及学习资源是否收费的调节作用，其中在线学习资源匹配性包括需求匹配和能力匹配，感知学习平台特性包括感知平台生动性和感知平台易用性。实证研究证明，在线学习资源匹配性(需求匹配、能力匹配)、感知学习平台特性(感知平台生动性、感知平台易用性)都与在线学习效果呈正相关关系，而且在线学习资源是否收费正向调节在线学习资源匹配性、感知学习平台特性和在线学习效果之间的影响关系。
Abstract: Recently, with the rapid development of distance education, online self-regulated learning has been recognized and adopted by more and more people. However, the effect of online learning is not satisfactory and is the cause for concern. This paper discusses the influence of online learning resources on the online learning effect and the moderator of whether learning resources are charged or not from two aspects: the matching between online learning resources and learners and the characteristics of online learning platform perceived by learners. The online learning resource matching includes demand matching and ability matching, perceptual learning platform features include perceived platform vividness and perceived platform ease of use. Empirical studies show that demand matching, ability matching, perceived platform vividness, and perceived platform ease of use are all positively related to online learning effects. Whether the learning resource is charged is regarded as moderator variable, moderating the relationship between online learning resource matching, perceived learning platform characteristics and online learning effects.
文章引用：杜瑛瑛, 王兴元. 在线自主学习资源匹配性及收费调节对学习效果影响研究[J]. 现代管理, 2020, 10(6): 972-979. https://doi.org/10.12677/MM.2020.106117

参考文献

[1] Pei, L. and Wu, H. (2019) Does Online Learning Work Better than Offline Learning in Undergraduate Medical Education? A Systematic Review and Meta-Analysis. Medical Education Online, 24, Article: 1666538. [Google Scholar] [CrossRef] [PubMed]
[2] Holec, H. (1981) Autonomy and Foreign Language Learning. Pergamon Press, Oxford, 3.
[3] 黄振中, 张晓蕾. 自主学习能力对在线学习效果的影响机制探究——兼论在线学习交互体验的中介作用[J]. 现代教育技术, 2018, 28(3): 66-72.
[4] 彭华茂, 潘海燕, 王迎, 陈庚, 黄荣怀. 远程学习者学习动机、自我效能感、归因与学习策略的关系研究[J]. 教育学报, 2008(4): 45-50.
[5] 徐晓青, 赵蔚, 刘红霞. 大学生在线学习满意度影响因素研究[J]. 中国远程教育, 2017(5): 43-50, 79-80.
[6] 刘智, 杨重阳, 彭晛, 刘三, 粟柱, 章广涛. SPOC论坛互动中学习者情绪特征及其与学习效果的关系研究[J]. 中国电化教育, 2018(4): 102-110.
[7] 王宁, 琚向红, 葛正鹏. 开放教育网络课程学习满意度影响因素[J]. 开放教育研究, 2014, 20(6): 111-118.
[8] 关荐, 郭雨墨, 王凤玲. 图文混排数字资源的视觉空间偏向及其学习效果研究[J]. 电化教育研究, 2017, 38(8): 89-95.
[9] 段朝辉, 颜志强, 王福兴, 周宗奎. 动画呈现速度对多媒体学习效果影响的眼动研究[J]. 心理发展与教育, 2013, 29(1): 46-53.
[10] 傅蕾. 在职青年学习需求量表编制研究[J]. 终身教育研究, 2018, 29(6): 69-75.
[11] Artino Jr., A.R. and Stephens, J.M. (2009) Academic Motivation and Self-Regulation: A Compara-tive Analysis of Undergraduate and Graduate Students Learning Online. The Internet and Higher Education, 12, 146-151. [Google Scholar] [CrossRef] 
[12] Miller, D.C. and Byrnes, J.P. (2001) To Achieve or Not to Achieve: A Self-Regulation Perspective on Adolescents’ Academic Decision Making. Journal of Educational Psychology, 93, 677-685. [Google Scholar] [CrossRef] 
[13] Kirby, W.C. 学习力[M]. 金粒, 编译. 海口: 南方出版社, 2005: 1.
[14] Eom, S. (2010) Relationships between E-Learning Systems and Learning Outcomes: A Path Analysis Model. 10th IEEE International Conference on Advanced Learning Technologies, Sousse, 5-7 July 2010, 516-520. [Google Scholar] [CrossRef] 
[15] Cober, R.T., Brown, D.J., Levy, P.E., et al. (2010) Organizational Web Sites: Web Site Content and Style as Determinants of Organizational Attraction. International Journal of Selection & Assessment, 11, 158-169. [Google Scholar] [CrossRef] 
[16] 张刚要, 安涛. 基于TAM的高校网络课程接受度影响因素研究[J]. 中国电化教育, 2015(5): 73-77.
[17] Steuer, J. (1992) Defining Virtual Reality: Dimensions Determining Telepresence. Journal of Communication, 42, 73-93. [Google Scholar] [CrossRef] 
[18] Davis, F.D. (1989) Perceived Usefulness, Perceived Ease of Use, and User Acceptance of Information Technology. MIS Quarterly, 13, 319-340. [Google Scholar] [CrossRef] 

为你推荐