【摘要】 混合式学习中拥有高水平在线学习力的学生能够持续、自主、深度地参与在线学习活动,这是影响在线学习质量的关键。文章基于"动机—行为"理论构建了混合式学习中大学生在线学习力的影响因素模型,提出研究假设,并通过问卷调查进行实证研究。学习动力能够对在线学习行为起导向作用,包括学习目标、个人发展;自体支持能够维持、调节学习行为,包括毅力支持、管理策略支持。研究发现:模型中学习活动对大学生的在线学习力有直接影响;自体支持和学习动力通过学习活动的中介作用,间接影响大学生的在线学习力。更多还原

【Abstract】 Students with high-level online learning power could continuously, autonomously and deeply participate in online learning activities, which is the key affecting the quality of online learning. Based on the "motivation-behavior" theory, this paper constructed the influencing model of college students’ online learning power in blended learning, proposed research hypotheses, and conducted empirical research through questionnaire survey. Learning dynamics played a guiding role in online learning behaviors, including learning goals and personal development. Self-support maintained and regulated learning behavior, including perseverance support and management strategy support. It was found that learning activities in the model had a direct impact on college students’ online learning power. Self-support and learning dynamics indirectly affected college students’ online learning power through the mediating effect of learning activities.更多还原