【作者】 周婷；

【导师】 周思静；

【作者基本信息】 湖南大学 ， 教育硕士（专业学位）， 2022， 硕士

【摘要】 2019年新冠疫情的爆发极大程度的影响了人们的学习和生活。在疫情期间,各类学校都贯彻了教育部“停课不停学”的通知,把线下教学调整为网课。在线学习环境中,教师不能全程监督学生的学习,所以学生对在线课程平台的技术接受度,在线学习的满意度以及自我调控学习策略的使用是值得研究的。且对于这次大规模的在线学习,国内外对高职学生这一群体的研究是较少的。所以,本研究调查了中职生对在线英语课程的技术接受度,满意度,和自我学习调控策略的使用以及影响其自我调控策略使用的因素。本研究使用了定量和定性的方法,对湖南省的293名中职生进行了问卷调查,其中的6名学生接受了半结构化访谈,主要的研究问题为:1)中职生对在线英语课程的满意度,技术接受度和自我调控策略的总体情况如何?2)中职生的技术接受度和自我调控学习策略是否会影响满意度?3)影响中职生使用自我调控学习策略的潜在和情境性因素是什么?通过对问卷和访谈数据进行分析,得出如下结论:1)中职生对在线英语课程的满意度,技术接受度和自我调控策略的使用处于一个比较好的水平。2)中职生的在线英语课程满意度受到了学生技术接受度的影响(感知易用性,感知有用性和态度),而自我调控学习策略中,只有目标设定和时间管理能影响学生的满意度。3)中职生的学习兴趣,教师的教学风格,在线学习平台的操作,学习内容以及在线学习时间是影响他们自我调控学习策略使用的潜在和情境性因素。为了更好的提高学生对在线英语课程的学习效率,本研究从学生,教师,父母以及在线学习平台管理者的角度提出了相关的建议:学生要加强自我调控在线学习能力,并提升信息素养。教师在线课堂互动中要充当引导角色来提高学生的学习注意力。家校合作也是促进学生在线学习的重要因素,对于父母而言,他们应该鼓励学生维持在线学习信心。此外,在线平台管理者应该为学生的在线学习提供技术支持,可以从学习平台的设计以及操作等方面来调动学生学习的积极性。更多还原

【Abstract】 The pandemic of COVID-19 has greatly influenced peoples’ life and learning in2019.During this time,all forms of schools carried out the notice of the Minister of Education “ensuring learning undisrupted when class are disrupted.” and converted offline to online learning.In the online learning environment,teachers can’t maintain fully supervision for students’ learning.So students’ technology acceptance,use of self-regulated strategy,and satisfaction are researchable.And for this large-scale online learning,the research about secondary high school students are rare in domestic and oversea.Therefore,this research investigates secondary high school students’ technology acceptance,satisfaction,use of self-regulated learning strategy in online English courses,and the influential factors for their use of self-regulated learning strategy.This research uses qualitative and quantitative methods,which investigates 293 secondary high school students with the questionnaire.Among them,6 students accepted the semi-structured interview,the main research questions are:1)What are the status quo of the secondary high school students’ satisfaction,technology acceptance,and use of self-regulated learning strategy in online English courses? 2)What are the relationships among secondary high school students’ use of selfregulated learning strategy,technology acceptance and satisfaction in online English courses? 3)What are the potential or contextual factors influencing secondary high school students’ use of self-regulated learning strategy? By analyzing the data from the questionnaire and interview,the results are as follows: 1)Secondary high school students’ satisfaction,technology acceptance,and use of self-regulated learning strategy in online English courses are above average.2)Secondary high school students’ satisfaction is influenced by technology acceptance(perceived ease of use,perceived usefulness,and attitude),but for self-regulated learning strategy,only goalsetting and time management can affect students’ satisfaction.3)Students’ learning interest,teachers’ teaching style,the operation of online learning software,online learning content and time are the potential and contextual factors influencing their use of self-regulated learning strategy.To further improve students’ online learning efficiency,from the aspects of students,teachers,parents,and online learning’ platform managers,this research offers relevant suggestions: Students should strengthen the ability of self-regulate online learning and improve their information literacy.Teachers should act as the guiding role in the online interactive activities,which focus on students’ learning attention.Collaboration between schools and families is also a critical factor to prompt students’ online learning,for parents,they should encourage students to maintain their online learning confidence.Besides,online platform managers should provide technical support for students’ online learning,which can influence students’ learning interests from the perspectives of learning platforms’ design and operation.更多还原