【摘要】 本文依托清华教育在线资源中心,汇聚全球优质的开放教育资源(OERs),引入自我调节学习支持机制,构建基于OERs的自主学习环境,研究学习者基于OERs的自我调节学习行为对自主学习成效的影响。研究过程中,让学习者参与了为期三周的自主学习活动,并建立了自我调节学习行为对自主学习成效影响的结构方程模型。研究发现,模型能够很好地与系统记录下来的自主学习行为数据拟合,验证了为基于OERs的学习环境提供自我调节学习支持机制的可行性和有效性;事先计划阶段和执行阶段的支持对自主学习成效显示出直接影响,说明提供自我调节学习支持有助于促进学习者基于OERs的自主学习成效,这也为构建基于OERs的自主学习环境提供了实验数据的支持。更多还原

【Abstract】 In this study, we first built a OERs-based autonomous learning environment depending on the mechanisms of self-regulated learning. The system was base on the Tsinghua Resource Center for Online Education, and collected high-quality open educational resources(OERs) from all over the world.We then investigated the effects of OERs-based self-regulated learning behaviors on autonomous learning performance. During the study, learners engaged in a self-regulated learning activity for three weeks. We also construrted a structural equation model that includes self-regulated learning behaviors and academic performance as variables. We found that the model can fit the system recorded data of self-regulated learning behaviors very well. The model also helped us confirm the feasibility and effectiveness of providing self-regulated learning support mechanisms in OERs-based learning environments. Supports in planning phase and implementation phase had direct impact on autonomous learning performance. This means that providing self-regulated learning support can help promote OERs-based autonomous learning performance of learners. This study supports our construction of OERs-based self-regulated learning environment with empirical data.更多还原