Bak Carsten Kronborg, Schulin Simon, Krammer Jeanne
Department of Social Work, University College of Southern Denmark, 6700 Degnevej, Denmark.
J Intell. 2023 Oct 28;11(11):206. doi: 10.3390/jintelligence11110206.
The aim of this study was to examine the effects of online learning self-regulation on learning outcomes during the COVID-19 pandemic lockdown among university college students. Quantitative k-means cluster analysis was used to examine the relationship among students in three different clusters based on their preferences toward online learning. The results indicated that online learning self-regulation had a significant positive effect on learning outcomes due to the shift to online learning. Thus, we identified a "learning gradient" among students, showing that cluster 1 students (preferences for 100% online) have the most positive preferences toward online teaching and the highest degree of self-regulation and learning outcome, cluster 2 students (moderate preferences for both physical and online teaching) are mixed (both positive and negative experiences) and moderate self-regulation and learning outcomes while cluster 3 students (preferences for physical classroom teaching) have the most negative preferences and the lowest self-regulation and learning outcome. The results from this study show that students' self-regulated learning strategies during online teaching environments are important for their learning outcomes and that cluster 1 and 2 students especially profited from the more flexible online learning environment with organized and deep learning approaches. Cluster 3 students need more support from their educators to foster their self-regulation skills to enhance their learning outcomes in online teaching environments.
本研究的目的是考察在新冠疫情封锁期间，大学生在线学习自我调节对学习成果的影响。采用定量k均值聚类分析，根据学生对在线学习的偏好，考察三个不同类别学生之间的关系。结果表明，由于转向在线学习，在线学习自我调节对学习成果有显著的积极影响。因此，我们在学生中发现了一种“学习梯度”，表明第1类学生（偏好100%在线学习）对在线教学的偏好最为积极，自我调节程度和学习成果最高；第2类学生（对线下和在线教学都有适度偏好）体验好坏参半，自我调节和学习成果适中；而第3类学生（偏好实体课堂教学）的偏好最为消极，自我调节和学习成果最低。本研究结果表明，在线教学环境中，学生的自我调节学习策略对其学习成果很重要，第1类和第2类学生尤其受益于更灵活的在线学习环境以及有组织、深入的学习方法。第3类学生在在线教学环境中需要教育工作者更多的支持，以培养他们的自我调节技能，提高学习成果。
