在COVID-19疫情下自我導向學習策略和態度對於線上學習認知疲乏、全神貫注與感知學習效果之相關性研究－以大學生為例

洪榮昭; 孔令文; 戴建耘; 劉銘恩

doi:10.6151/CERQ.202203_30(1).0004

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P119 - 147

社会科学 > 教育学

DOI： 10.6151/CERQ

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在COVID-19疫情下自我导向学习策略和态度对於线上学习认知疲乏、全神贯注与感知学习效果之相关性研究－以大学生为例

A SELF-DIRECTED LEARNING APPROACH AND ATTITUDES PREDICT COGNITIVE FATIGUE AND COGNITIVE PRESENCE DURING ONLINE LEARNING, AND PERCEIVED ONLINE LEARNING INEFFECTIVENESS: THE CASE OF COLLEGE STUDENTS

洪荣昭(Jon-Chao Hong) ；孔令文(Ling-Wen Kung) ；戴建耘(Chien-Yun Dai) ；刘铭恩(Ming-En Liu)

当代教育研究季刊； 30 卷 1 期 (2022 / 03 / 31) ， P119 - 147

繁体中文 DOI： 10.6151/CERQ.202203_30(1).0004

新型冠状病毒病COVID-19 ；自我导向学习策略与态度；线上学习认知疲乏；线上学习全神贯注；感知学习成效； COVID-19 ； Self-directed learning approaches ； Self-directed learning attitude ； Online learning cognitive fatigue (ICF) ； Learning performance ； Immersion

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摘要 │ 参考文献 (71) │ 被引用文献 (8) │ 国际计量

摘要〈TOP〉

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Purpose: During the outbreak of the new coronavirus disease COVID-19 (Coronavirus Disease 2019) epidemic, online learning has changed the traditional learning model. The purpose of this research was to explore how the antecedent of self-directed learning approach and attitudes of online learning can affect participants' perceptions of cognitive fatigue and immersion during online learning that reflect their perceptions of the learning ineffectiveness of online learning. Design/methodology/approach: This research adopted convenience sampling to collect data. During the period of the COVID-19 epidemic, the target participants were higher education students who adopted distance learning in the lockdown area of China. A questionnaire was posted on the Tencent questionnaire system for participants to fill out. The sample data of 155 college students were validly collected and subjected to test reliability and structural equation modeling using the SmartPLS 3.0 software to verify the research model proposed in this study. Findings/results: The study found that self-directed learning attitudes were negatively related to online learning cognitive fatigue, but were positively related to cognitive presence; the self-directed learning approach was negatively related to online learning cognitive fatigue, but was positively related to cognitive presence. Moreover, online learning cognitive fatigue was positively related to perceived learning ineffectiveness, whereas cognitive presence was negatively related to perceived learning ineffectiveness. Originality/value: In the new learning mode under the threat of the COVID-19 epidemic, this study explored the interaction between students' self-directed learning, focused learning, and cognitive fatigue during the online learning process. Although there is no in-depth discussion on related research that affects learners' perception of their learning outcomes, based on TAT (Trait activation theory), this study first divided self-directed learning into two categories: approach and attitude, and found how self-directed learning traits can predict online learning mental state, such as deactivator-cognitive fatigue and activator-immersion that affected the perceived effectiveness of online learning during the COVID-19 epidemic. Suggestions/implications: The results of this study divided self-directed learning into approach and attitudes and indicated that both approach and attitudes of self-directed learning should be promoted by school teachers. Moreover, to design good distance learning programs, it is necessary to stimulate students' mental state to learn and explore actively. Teachers can design interactive prompts or a reminding service in the teaching process to promote students' cognitive presence and reduce their Internet cognitive fatigue, and to strengthen the overall learning effect.

参考文献 ( 71 ) 〈TOP〉

Abd-El-Fattah, S. M.(2010).Garrison’s model of self-directed learning: Preliminary validation and relationship to academic achievement.The Spanish Journal of Psychology,13(2),586-596.
Al Mamun, M. A.,Lawrie, G.,Wright, T.(2020).Instructional design of scaffolded online learning modules for self-directed and inquiry-based learning environments.Computers & Education,144,103695.
Allen, I. E.,Seaman, J.(2010).Class differences: Online education in the United States, 2010.The Sloan Consortium.
Anderson, J.,Cheers, C.(2018).Does the Dark Triad predict prejudice? The role of Machiavellianism, psychopathy, and narcissism in explaining negativity toward asylum seekers.Australian Psychologist,53(3),271-281.
Baddeley, A.(2010).Working memory.Current Biology,20(4),R136-R140.

被引用文献 ( 8 ) 〈TOP〉

蔡昕璋(2022)。以焦点团体探讨2020～2022 COVID-19疫情期间校园初级预防辅导工作经验：以某大学学务工作者为例。学生事务与辅导，61(2)，33-50。
邱奕齐(2023)。COVID-19疫情冲击下：阅读宗教文学能提升情绪智力及生活品质满意度？。管理实务与理论研究，17(3)，56-79。
杨洲松,冯丰仪(2022)。家长对COVID-19疫情下南投县国小学童线上学习之反应调查。教育传播与科技研究，130，1-22。
张志豪,张文怡(2023)。来一剂「虚拟疫苗」：戏剧治疗线上团体之工作者实务经验探究。教育心理学报，54(3)，563-582。
(2022)。COVID-19後疫情时代大学线上教学学习品质影响因素之探究。教育政策论坛，25(4)，101-134。

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