【SSCI】教育学期刊《 Journal of Computing in Higher Education》最新论文推送（2024年10月）
《 Journal of Computing in Higher Education》共20篇，祝大家阅读愉快。
《The flipped classroom: first-time student preparatory activity patterns and their relation to course performance and self-regulation》
《翻转课堂: 首次参加学生预习活动的模式及其与课程表现和自我调节的关系》
作者：Yoana Omarchevska · Anouschka van Leeuwen · Tim Mainhard
英文摘要：In the flipped classroom, students engage in preparatory activities to study the course materials prior to attending teacher-guided sessions. Students’ success in the flipped classroom is directly related to their preparation and students tend to change their preparation activity over time. Few studies have investigated why students change their preparation activity. Therefore, we address this gap by first clustering university students (N = 174) enrolled in a flipped course for the first time based on their preparatory activities at three time points. We identified distinct preparatory activity patterns by computing changes in cluster membership. Next, we compared students’ preparatory activity patterns in course performance, motivation, and self-regulation. The temporal investigation of activity patterns provided important insights into how preparation (or lack thereof) at different phases relates to course performance. Intensive preparation only at the beginning of the course was related to significantly worse course performance whereas preparation only in the middle of the course was related to higher course performance. Students who performed intensively during the course had significantly higher course performance, higher intrinsic motivation at the beginning, and higher self-regulation (in particular, time management) in the middle of the course than students showing lower activity during preparation. Our findings provide important implications for future research and educational practice, particularly for students transitioning to flipped classroom learning for the first time.
中文摘要：在翻转课堂，学生在参加教师指导课程前，会先进行预习活动，研习课程资料。学生在翻转课堂的成功与否直接关系到他们的准备工作，学生往往会随着时间的推移而改变他们的准备活动。很少有研究调查学生为什么改变他们的准备活动。因此，我们解决这个差距首先聚类大学生(N = 174)登记在一个翻转课程的第一次基于他们的预备活动在三个时间点。我们通过计算集群成员的变化来确定不同的准备活动模式。接下来，我们比较了学生在课程表现、学习动机和自我调节方面的预习活动模式。活动模式的时间调查为不同阶段的准备(或缺乏准备)与课程表现之间的关系提供了重要的见解。只有在课程开始时进行紧张的准备，才会导致课程表现明显较差，而只有在课程中期进行紧张的准备，才会导致课程表现较好。在课程中表现强烈的学生在课程表现，更高的内在动机在开始，和更高的自我调节(特别是时间管理)在课程中期比学生表现出较低的活动准备。我们的发现为未来的研究和教育实践提供了重要的启示，特别是对于第一次过渡到翻转课堂学习的学生。
https://doi.org/10.1007/s12528-024-09399-0
《Capturing students’ LMS experience: measurement invariance across Chinese and English versions》
《捕捉学生的 LMS 体验: 跨中英文版本的测量不变性》
作者：Juming Jiang · Patricia D. Simon · Luke K. Fryer
英文摘要：Learning management systems (LMS) have emerged as a standard component of higher education institutions for the web-based delivery and management of courses. The COVID-19 pandemic highlighted the value of LMS in facilitating online teaching and learning. However, the significance of examining the factors that impact LMS use success during the pandemic has been underestimated. Moreover, despite previous attempts to evaluate students’ LMS experience, most research failed to connect the actual use of LMS to students’ learning success. To address these gaps, we developed and validated an empirical and theory-based instrument measuring students’ LMS experience. The choice of constructs was informed by a scoping review of LMS measures and interviews with a representative sample of students and teachers about their LMS use. By adding constructs that are relevant to learning in the LMS, the current study provided a more comprehensive measurement that captures students’ learning experience in the platform. We provided evidence for the measurement invariance of the scales with their Chinese translation as well. By addressing the limitations and building on this study’s findings, researchers can further advance our understanding of LMS experiences and contribute to developing more effective e-learning systems to support teaching and learning in higher education.
中文摘要：学习管理系统(LMS)已经成为高等教育机构基于网络的课程交付和管理的标准组成部分。2019冠状病毒疾病大流行凸显了 LMS 在促进网上教学方面的价值。然而，研究影响大流行期间 LMS 使用成功的因素的重要性被低估了。此外，尽管以往尝试评估学生的 LMS 经验，大多数研究未能联系实际使用 LMS 的学生的学习成功。为了弥补这些差距，我们开发并验证了一个经验和理论为基础的仪器测量学生的 LMS 经验。结构的选择是通过 LMS 措施的范围审查和访谈的代表性样本的学生和教师他们的 LMS 使用。通过在 LMS 中添加与学习相关的结构，当前的研究提供了一个更全面的度量方法，可以捕捉学生在该平台中的学习经验。我们同时也证明了这些标度在中文翻译中的测量不变性。通过解决本研究的局限性和基础上的发现，研究人员可以进一步提高我们对 LMS 经验的理解，并有助于开发更有效的电子学习系统，以支持高等教育的教学和学习。
https://doi.org/10.1007/s12528-024-09402-8
《Differentiated measurement of cognitive loads in computer programming》
《计算机程序设计中认知负荷的区分测量》
作者：Roxana Quintero-Manes · Camilo Vieira
英文摘要：This study had two objectives: (1) to evaluate the validity of an instrument for measuring differentiated cognitive loads in its Spanish version; and (2) to evaluate the three types of cognitive loads and their relationship with self-efficacy, self-concept, and interest in programming of students in an introductory course. Understanding and assessing cognitive loads when learning computer programming is key to supporting student learning. While there are instruments in English and German assessing the different types of cognitive loads, there is no validated instrument in Spanish. This study took place during the implementation of an online training program in basic programming, with a sample of 1162 students. We used Exploratory Factor Analysis and Confirmatory Factor Analysis to validate the structure of the instrument. The results allowed us to establish a factorial structure of the subjective scale of differentiated cognitive loads, managing to measure the germane, intrinsic, and extraneous cognitive loads. The bivariate correlation analysis allowed identifying statistically significant associations between the study variables, including (a) the negative relationship between extraneous cognitive load and germane cognitive load and (b) the negative relationship between extraneous cognitive load and self-efficacy in programming.
中文摘要：本研究有两个目的: (1)评估西班牙语版本的不同认知负荷测量工具的有效性; (2)评估三种类型的认知负荷及其与自我效能、自我概念和编程兴趣的关系。理解和评估学习计算机编程时的认知负荷是支持学生学习的关键。虽然在英语和德语中有评估不同类型认知负荷的工具，但在西班牙语中没有经过验证的工具。本研究以1162名学生为样本，在网上进行基础程式设计训练。我们使用因子分析和验证性因素分析来验证文书的结构。这些结果使我们能够建立一个区分认知负荷的主观尺度的因子结构，设法测量相关的、内在的和外部的认知负荷。双变量相关分析允许确定研究变量之间的统计学显着关联，包括(a)外部认知负荷与相关认知负荷之间的负相关关系和(b)外部认知负荷与编程自我效能之间的负相关关系。
https://doi.org/10.1007/s12528-024-09411-7
《Group formation based on extraversion and prior knowledge: a randomized controlled study in higher education online》
《基于外向性和先验知识的高校网络教育群体形成的随机对照研究》
作者：Adrienne Müller · Johannes Konert · René Röpke · Ömer Genc · Henrik Bellhäuser
英文摘要：The study investigates how the 2×2 configuration of homogeneous and heterogeneous distributions of extraversion and prior knowledge influences group outcomes, including satisfaction, performance, and stability. Based on the standard deviation of extraversion and prior knowledge, groups were established to test experimentally, what form of grouping leads to best outcomes. The randomized controlled trial took place in the context of an online course with 355 prospective students, working in 82 groups. The two characteristics extraversion and prior knowledge were distributed algorithmically, either homogeneously or heterogeneously. Results showed no superiority of heterogeneous formation, yet there were systematic interaction effects by the experimental group formation on satisfaction and performance. Due to the increasing relevance of online groupwork, explorative results are reported and integrated. Ideas for future research on group formation as an important influencing factor are discussed. Findings supports knowledge about cooperative online learning by optimizing the selection of group members using a therefore implemented algorithm.
中文摘要：本研究探讨了外向性和先验知识同质和异质分布的2 × 2结构如何影响团队结果，包括满意度、绩效和稳定性。基于外向性格和先前知识的标准差，研究人员建立了实验小组，以测试哪种分组形式能产生最佳结果。这个随机对照试验是在一个在线课程的背景下进行的，有355名潜在学生，他们分成82个小组。外倾性和先验知识的两个特征是均匀分布的，或者是异质分布的。结果表明，非均匀组合并不优越，但实验组合对满意度和绩效有系统的交互作用。由于在线团体工作的相关性日益增加，探索性的结果被报告和整合。讨论了群体形成作为一个重要影响因素的未来研究思路。研究结果支持知识的合作在线学习通过优化组成员的选择使用因此实现的算法。
https://doi.org/10.1007/s12528-024-09406-4
《Online learners’ self-regulated learning skills regarding LMS interactions: a profiling study》
《在线学习者 LMS 交互自我调节学习技能的分析研究》
作者：Ünal Çakıroğlu · Mehmet Kokoç · Melek Atabay
英文摘要：This profiling study deals with the self-regulated learning skills of online learners based on their interaction behaviors on the learning management system. The learners were profiled through their interaction behaviors via cluster analysis. Following a correlational model with the interaction data of learners, the post-test questionnaire data were used to determine self-regulated learning skills scores during the learning process. Regarding the scores, the clusters were named through the prominent interactions of the learners yielding three clusters; actively engaged (Cluster1), assessment-oriented (Cluster2), and passively-oriented (Cluster3), respectively. The profiles in the clusters indicate that assessments were mostly used by the learners in Cluster2, while the frequency of the content tools was high in Cluster1. Surprisingly, some tools such as glossary, survey, and chat did not play a prominent role in discriminating the clusters. Suggestions for future implementations of self-regulated learning and effective online learning in learning management systems are also included.
中文摘要：本研究以在线学习者在学习管理系统上的互动行为为基础，探讨他们的自我调节学习技能。学习者通过数据聚类的互动行为进行分析。采用与学习者交互数据的相关模型，利用测试后问卷数据确定学习过程中的自我调节学习技能得分。在分数方面，聚类是通过学习者之间显著的交互作用来命名的，产生了三个聚类: 主动参与(Cluster1)、评估导向(Cluster2)和被动导向(Cluster3)。分组中的概况表明，分组2中的学习者主要使用评估，而分组1中使用内容工具的频率较高。令人惊讶的是，诸如术语表、调查和聊天等工具在区分集群方面并没有发挥重要作用。还提出了在学习管理系统中今后实施自主学习和有效在线学习的建议。
https://doi.org/10.1007/s12528-024-09397-2
《Perceptions of psychological safety in healthcare professionals’ online learner-learner interactions》
《医护人员在线学习者与学习者互动中的心理安全感》
作者：Joan L. Knickerbocker · Andrew A. Tawfik
英文摘要：Research in computer-supported collaborative learning has explored various ways to support learner-learner interaction as healthcare professionals engage in online formats. While studies have explored various socio-emotional learning outcomes, learners’ psychological safety has yet to be explored as healthcare professionals engage in collaborative problem-solving. To address this gap, the qualitative study employed semi-structured interviews to understand occupational therapy students’ (N = 10) perceptions of psychological safety as they engaged in an online learning class. The resulting themes of this study described the feelings associated with different forms of interactions requiring psychological safety: (a) being vulnerable, (b) fear of being misunderstood, (c) need to protect/protection, and (d) group cohesion. The findings have implications for online learner-learner interactions and computer-supported collaborative learning. For example, learners discussed how the perceived permanence of online learning lead to a sense of self-preservation and reticence to discuss the ill-structured and potentially controversial nature of complex problems. Additional aspects of psychological safety in online learning highlighted the importance of shared experiences, learning from failure, and community building.
中文摘要：电脑支援协作学习研究已经探索了各种方法来支持学习者与学习者之间的互动，因为医疗专业人员正在使用在线模式。虽然研究已经探索了各种社会情绪学习的结果，学习者的心理安全尚未被探索，因为医疗保健专业人员从事协作解决问题。为了解决这一差距，定性研究采用了半结构化访谈来了解职业治疗学生(N = 10)在参加在线学习课程时对心理安全的感知。这项研究的结果主题描述了与需要心理安全的不同形式的互动相关的感受: (a)脆弱，(b)害怕被误解，(c)需要保护/保护，和(d)群体凝聚力。这些发现对在线学习者与学习者之间的互动和电脑支援协作学习具有启示意义。例如，学习者讨论了在线学习的持久性如何导致一种自我保存和沉默的感觉，从而讨论了复杂问题的结构不良和潜在的争议性。在线学习心理安全的其他方面强调了分享经验、从失败中学习和社区建设的重要性。
https://doi.org/10.1007/s12528-024-09401-9
《Investigating the mechanisms of analytics-supported reflective assessment for fostering collective knowledge》
《分析支持的集体知识培养反思性评价机制研究》
作者：Yuqin Yang · Y. H. Chen · Xueqi Feng · Daner Sun · Shuqin Pang
英文摘要：Helping students gradually develop collective knowledge is critical but generally faces great challenges. Employing a quasi-experimental design, this study investigated the impacts and mechanisms of analytics-supported reflective assessment on the collective knowledge advancement of undergraduates. The experimental group (n = 55) engaged in Knowledge Building inquiries with facilitation through analytics-supported reflective assessment, while the comparison class (n = 38) pursued Knowledge Building inquiries facilitated by portfolio-supported reflective assessment. This study found that analytics-supported reflective assessment positively and significantly influenced undergraduates’ collective knowledge advancement. Path analysis revealed the mechanisms of analytics-supported reflective assessment for supporting undergraduates’ collective knowledge advancement—the undergraduates’ metacognitive engagement and cognitive engagement influenced each other, further influencing their contribution to collective knowledge advancement and domain understanding. This study holds significant practical implications for fostering students’ knowledge building, inquiry, and metacognition by designing technology-enhanced learning environments as collaborative and metacognitive tools. Additionally, the study offers insights into the processes and mechanisms of reflective assessment, contributing to an understanding of how it enhances students’ development of higher-order skills.
中文摘要：帮助学生逐渐发展集体知识是至关重要的，但一般面临着巨大的挑战。本研究采用准实验设计，探讨了分析支持的反思性评价对大学生集体知识进步的影响及其机制。实验组(n = 55)通过分析支持的反思性评估促进知识建构查询，而比较组(n = 38)通过组合支持的反思性评估促进知识建构查询。本研究发现，分析支持的反思性评价对大学生的集体知识提升具有显著的正向影响。路径分析揭示了分析支持的反思性评价支持大学生集体知识提升的机制，即大学生的元认知参与和认知参与相互影响，进一步影响他们对集体知识提升和领域理解的贡献。本研究通过设计技术增强型学习环境作为协作和元认知工具，对培养学生的知识建构、探究和元认知具有重要的实践意义。此外，本研究还提供了反思性评价的过程和机制的见解，有助于理解反思性评价如何促进学生高阶技能的发展。
https://doi.org/10.1007/s12528-024-09398-1
《Using an integrated probabilistic clustering approach to detect student engagement across asynchronous and synchronous online discussions》
《使用综合概率聚类方法检测学生参与异步和同步在线讨论》
作者：Mian Wu · Fan Ouyang
英文摘要：Online collaborative discussion (OCD) focuses on promoting individual knowledge inquiry and group knowledge construction through active peer interactions and communications. In practice, it is necessary to explore how different modes of OCD come into play, in which student engagement can function as an evaluating indicator. To identify student engagement in OCD, prior research has identified and categorized various types of student roles. However, although students usually change their engagement during the learning process and across learning occasions, most existing research focuses on examining unchanging student roles or developing roles in similar collaborative activities, which might overlook the probable role transitions brought by engagement changes. To fill this gap, this research proposes an integrated probabilistic clustering approach to detect student roles, role transitions, and fine-grained attributes of transitions across the asynchronous and synchronous OCD modes. The results demonstrate four roles (Knowledge Constructor, Task Follower, Isolated Explorer, and Lurker), four transition categories (Maintenance of inactive participant, Transferring to inactive participant, Maintenance of active participant, and Transferring to active participant), and the code co-occurrence structures of four transition categories. This research deepens the understanding of the complexity of student engagement in online collaborative discussions and offers both analytical and practical implications for improving student engagement.
中文摘要：在线协作讨论(OCD)侧重于通过积极的同伴互动和交流促进个体知识探究和群体知识建构。在实践中，有必要探讨不同的强迫症模式是如何发挥作用的，其中学生参与可以作为一个评价指标。为了确定学生参与强迫症，先前的研究已经确定和分类了各种类型的学生角色。然而，尽管学生通常在学习过程中和不同的学习场合改变他们的参与，大多数现有的研究侧重于检查不变的学生角色或在类似的合作活动中发展角色，这可能忽略了参与变化带来的可能的角色转换。为了填补这个空白，本研究提出了一个综合的概率聚类方法来检测学生的角色，角色转换和细粒度属性的转换跨异步和同步的 OCD 模式。研究结果显示了四种角色(知识构建者，任务跟随者，孤立的探索者和潜行者) ，四种过渡类别(非活动参与者的维护，转移到非活动参与者，活动参与者的维护和转移到活动参与者) ，以及四种过渡类别的代码共现结构。这项研究加深了对学生参与在线协作讨论的复杂性的理解，并为提高学生参与提供了分析和实践意义。
https://doi.org/10.1007/s12528-023-09394-x
《Exploring the relationship between students’ information problem solving patterns and epistemic beliefs: a mixed methods sequential analysis study》
《信息问题解决模式与认知信念的关系: 混合方法序贯分析研究》
作者：Kun Huang · Victor Law · Xun Ge · Chen Yan · Ling Hu
英文摘要：Information problem solving (IPS) is an important twenty-first century skill, but it is lacking at all age levels. One type of information problem, those of an ill-structured nature that require multiple iterations of (re)defining problems and formulating emerging solutions, can be particularly challenging but have received less attention in the IPS literature. Further, the process of solving such problems often reveals, while simultaneously being impacted by, problem solvers’ epistemic beliefs. Using a self-regulated problem-solving model as an analytic framework and taking advantage of multiple data sources, this study examined college students’ self-regulatory patterns in performing an ill-structured IPS task, and compared the patterns displayed by two groups of students with more and less adaptive epistemic beliefs. Sequential analysis of behavioral data revealed different patterns between the two groups. Think-aloud data, interviews, and students’ IPS products showed three key differences between the two groups: difference in the roles of IPS task instructions, difference in the numbers and triggers of queries, and qualitative difference in iterations between page viewing and writing. The findings yielded important insights into the self-regulatory processes of IPS and the role of epistemic beliefs at different problem-solving stages. Implications are drawn for educators and learning designers for developing IPS in higher education.
中文摘要：信息问题解决(IPS)是二十一世纪的一项重要技能，但在所有年龄层次上都缺乏这项技能。一类信息问题，即那些结构不良的问题，需要多次迭代(重新)定义问题和制定新出现的解决方案，可能特别具有挑战性，但在 IPS 文献中受到的关注较少。此外，解决这些问题的过程往往揭示，同时受到影响，问题解决者的认知信念。本研究采用自我调节问题解决模型作为分析框架，利用多种数据源，考察了大学生在执行结构不良的 IPS 任务时的自我调节模式，并比较了两组具有较多和较少适应性认知信念的大学生的自我调节模式。行为数据的序列分析揭示了两组之间不同的模式。有声思维数据、访谈和学生的 IPS 产品显示了两组之间的三个关键差异: IPS 任务指令作用的差异、查询数量和触发点的差异以及页面浏览和写作之间的迭代质量差异。这些发现使我们对 IPS 的自我调节过程和认知信念在不同问题解决阶段的作用有了重要的认识。为教育工作者和学习设计者在高等教育中开发 IPS 提供参考。
https://doi.org/10.1007/s12528-024-09396-3
《A critique of calculation and optionalization applied to online/blended course design》
《在线/混合课程设计中的计算与选择批判》
作者：Jason K. McDonald · Iolanda Moura Costa
英文摘要：This article reports research into calculative and optionalized forms of online/blended course design in higher education. This was investigated through a critical case study, centered on two faculty members and one instructional designer at a university in the United States, and using an interpretive framework that highlighted the effects of calculation and optionalization in education. The course design practices at the designer’s disposal tended to distort the teaching ideals towards which the faculty members aimed, along with many of the teaching approaches they relied on to achieve their goals. The faculty often felt restricted in their ability to form relationships with their students, while also observing that students tended to resist their attempts to engage in what they referred to as formational activities. Through these and other experiential tensions, the faculty left the project with a pervasive sense of ambiguity about course design and its contribution towards their experience as educators. The article concludes by exploring what implications these findings have for the study and practice of online/blended course design in higher education.
中文摘要：本文对高等教育在线/混合课程设计的计算形式和选择形式进行了研究。这是通过一个关键的案例研究进行调查，该研究以美国一所大学的两名教师和一名教学设计师为中心，并使用了一个解释框架，强调了计算和可选择性在教育中的影响。课程设计实践在设计师的支配下，往往会扭曲教师们所追求的教学理念，以及他们实现目标所依赖的许多教学方法。教师们常常感到与学生建立关系的能力受到限制，同时也观察到学生往往抵制他们参与他们所谓的建立关系活动的尝试。通过这些和其他经验的紧张关系，教师离开项目时对课程设计及其对他们作为教育者的经验的贡献有一种普遍的模棱两可的感觉。文章最后探讨了这些发现对高等教育在线/混合课程设计的研究和实践有何启示。
https://doi.org/10.1007/s12528-024-09409-1
《The effect of social anxiety on student interactions in asynchronous online discussion forums as mediated by social presence and moderated by anonymity》
《社交焦虑对异步在线论坛中学生互动的影响》
作者：Ömer Demir · Sinan Keskin · Murat Çınar
英文摘要：Pervasive internet use in higher education has rendered social anxiety a lesser problem in circumventing interactions. However, the attenuation of vitality in interactions still remains a contentious issue, especially in asynchronous online discussions. This study aims to elucidate how anonymity and social presence affect the relationship between avoidance of interaction and peer and content interaction in online discussions. In the true experimental study, we recruited 123 first-year university students, of which 62 were randomly assigned to the anonymous group, and 61 to the identified group. This paper adopts a moderated mediation model, in which anonymity and social presence are included as moderator and mediator, respectively. We revealed that the “straightforward” relationship between avoidance of interaction and peer and content interaction is actually highly complex. The results substantiate a full mediation of social presence and moderation of anonymity in favor of disclosed identity. This study accentuates the critical role of social presence in fostering interactions. The results also suggest that disclosing discussants’ identities might be useful during asynchronous interactions in online discussions for increasing social presence only if their avoidance of interaction is low; in the case of a high avoidance of interaction, anonymity should be preferred.
中文摘要：互联网在高等教育中的普遍使用，使得社交焦虑在规避互动方面成为一个较小的问题。然而，互动活力的衰减仍然是一个有争议的问题，特别是在异步在线讨论。本研究旨在探讨匿名性和社会存在性如何影响在线讨论中回避互动与同伴和内容互动之间的关系。在真正的实验研究中，我们招募了123名大学一年级学生，其中62名被随机分配到匿名组，61名被确定组。本文采用了一种调节中介模型，其中匿名性和社会存在性分别作为调节者和中介者。我们发现，回避交互与对等交互和内容交互之间的“直接”关系实际上是非常复杂的。结果证实了社会存在的完全中介和匿名的适度有利于公开的身份。这项研究强调了社会存在在培养互动中的关键作用。结果还表明，在网上讨论的异步互动中，只有当讨论者对互动的回避程度较低时，透露讨论者的身份才可能有助于提高社交存在感; 在高度回避互动的情况下，匿名应该是首选。
https://doi.org/10.1007/s12528-024-09412-6
《Integrating actionable analytics into learning design for MOOCs: a design-based research》
《基于设计的网络公开课学习设计中可操作性分析的整合研究》
作者：Ji Hyun Yu
英文摘要：This study investigates the role of learning analytics in enhancing the learning experience within Massive Open Online Courses (MOOCs) through a two-phase design-based research approach, focusing on a Social Work MOOC. Initial engagement analysis revealed strong interactions with course content, especially with introductory elements and reflection quizzes, underscoring their importance in sustaining learner commitment. The subsequent empirical design refinement identified two primary learner clusters: Comprehensive Sequential Engagers and Interactive Early Engagers. The Comprehensive Sequential Engagers demonstrate a methodical approach, starting later and favoring a structured knowledge acquisition process, suggesting the need for adaptable course structures and early checkpoints to track progress. Conversely, the Interactive Early Engagers engage early and actively, driven by curiosity and a preference for exploratory learning, indicating a need for flexible content navigation and personalized learning pathways. These findings highlight that learning analytics can significantly inform MOOC design, providing valuable insights into tailoring educational experiences to meet diverse learner needs and behaviors. Despite these benefits, challenges remain in integrating learning analytics into course design, including obtaining timely and accurate data, ensuring data literacy among educators, and addressing cultural resistance to data-driven approaches. This study calls for further research to expand the adoption of learning analytics, examine the barriers to its integration, and improve its scalability across different educational contexts.
中文摘要：本研究以社会工作网络课程为研究对象，采用两阶段设计的研究方法，探讨学习分析在大规模网络开放课程(MOOC)中提升学习体验的作用。最初的参与分析揭示了与课程内容的强烈互动，特别是与导论元素和反思测验，强调了它们在维持学习者承诺的重要性。随后的经验设计细化确定了两个主要的学习者群: 综合序贯参与者和互动早期参与者。综合序贯参与者展示了一种有条不紊的方法，起步较晚，有利于结构化的知识获取过程，表明需要适应性课程结构和早期检查点来跟踪进展情况。相反，早期互动参与者受好奇心和探索性学习偏好的驱使，早期积极参与，表明需要灵活的内容导航和个性化的学习途径。这些发现强调，学习分析可以显着告知 MOOC 设计，提供有价值的见解，裁剪教育经验，以满足不同的学习者的需求和行为。尽管有这些好处，但在将学习分析纳入课程设计方面仍然存在挑战，包括获得及时和准确的数据，确保教育工作者的数据素养，以及解决文化对数据驱动方法的抵制。这项研究呼吁进一步的研究，以扩大采用学习分析，检查其整合的障碍，并提高其在不同的教育背景下的可扩展性。
https://doi.org/10.1007/s12528-024-09413-5
《Combining data from a LMS and a student register for exploring factors affecting study duration》
《结合 LMS 和学生注册数据探索影响学习时间的因素》
作者：Lili Aunimo · Janne Kauttonen · Marko Vahtola · Salla Huttunen
英文摘要：Institutions of higher education possess large amounts of learning-related data in their student registers and learning management systems (LMS). This data can be mined to gain insights into study paths, study styles and possible bottlenecks on the study paths. In this study, we focused on creating a predictive model for study completion time estimation. Additionally, we explored the data to find out what features may affect the rapid completion of studies for a bachelor’s degree in an institution of higher education. We combined data from two sources: the Moodle LMS and a student register. The study exploited data from the entire study duration of the students. The data we extracted from the Moodle LMS focuses on the student’s diligence in respecting assignment deadlines. Based on the data, we created a model for predicting study duration and achieved an accuracy of 72%. According to this study, among the factors that may be influenced by the student herself, we found out that the most important predictors for fast study completion are a study pace that is more intensive at the end of studies, submitting assignments well before deadline and having a considerable amount of the grade 4.
中文摘要：高等教育机构在其学生注册和学习管理系统(LMS)中拥有大量的学习相关数据。这些数据可以被挖掘以获得对学习路径、学习风格和学习路径上可能的瓶颈的洞察力。在这项研究中，我们着重于建立一个研究完成时间估计的预测模型。此外，我们还研究了数据，以找出哪些特征可能会影响学士学位在高等教育机构迅速完成学业。我们综合了来自两个来源的数据: Moodle LMS 和一个学生注册表。这项研究利用了学生整个学习过程中的数据。我们从 Moodle LMS 中提取的数据集中于学生在遵守作业截止日期方面的勤奋。在此基础上，我们建立了一个预测学习时间的模型，其准确率达到了72% 。根据这项研究，在可能受学生自身影响的因素中，我们发现快速学习完成的最重要的预测因素是在学习结束时更加紧张的学习速度，在截止日期之前提交作业，以及有相当数量的四年级。
https://doi.org/10.1007/s12528-024-09414-4
《Changing student privacy responsibilities and governance needs: Views from faculty, instructional designers, and academic librarians》
《改变学生的隐私责任和治理需求: 来自教师、教学设计师和学术图书馆员的意见》
作者：Kyle M. L. Jones · Amy VanScoy · Alison Harding · Amy Martin
英文摘要：To explore various stakeholders’ understanding of student privacy and how protections for it are enacted on their campus, we conducted interviews with 27 faculty, instructional designers, and academic librarians at Very High Research Activity universities across the United States. Although there were no interview questions concerning the pandemic, participants noted an increase in awareness of student privacy issues as a result of moving instruction, instructional design, and library services into a completely online environment. Findings show diverse, complex student privacy landscapes on American campuses. Most participants did not perceive themselves as having agency in student privacy decisions on their campuses suggesting that these faculty, instructional designers, and academic librarians can improve communication among themselves and work together. More broadly, the findings suggest that governance structures could be improved to develop a more inclusive culture of student privacy.
中文摘要：为了探索各种利益相关者对学生隐私的理解以及如何在他们的校园中对学生隐私进行保护，我们采访了27名教师、教学设计师和美国各地极高研究活动大学的学术图书馆员。虽然没有关于大流行的采访问题，但参与者指出，由于将教学、教学设计和图书馆服务转移到完全在线的环境中，学生对隐私问题的认识有所提高。研究结果显示，美国校园中学生隐私的景观多样复杂。大多数参与者并不认为自己在学校学生隐私决策中具有代理权，这表明这些教师、教学设计师和学术图书馆员可以改善他们之间的交流并一起工作。更广泛地说，研究结果表明，治理结构可以得到改善，以发展一种更具包容性的学生隐私文化。
https://doi.org/10.1007/s12528-023-09395-w
《The effects of pre-training types on cognitive load, self-efficacy, and problem-solving in computer programming》
《训练前类型对计算机编程中认知负荷、自我效能感和问题解决能力的影响》
作者：Jaewon Jung · Yoonhee Shin · Hae‐Moon Chung · Mik Fanguy
英文摘要：This study investigated the effects of pre-training types on cognitive load, self-efficacy, and problem-solving in computer programming. Pre-training was provided to help learners acquire schemas related to problem-solving strategies. 84 undergraduate students were randomly assigned to one of three groups and each group received three different types of pre-training: 1) WOE (worked-out example) and metacognitive scaffolding, 2) faded WOE and metacognitive scaffolding, and 3) WOE and faded metacognitive scaffolding. After the pre-training phase, the participants’ cognitive load, self-efficacy, and programming problem-solving skills were analyzed. Then, during the training phase, the participants were asked to attempt a programming problem-solving task with faded WOE and faded metacognitive scaffoldings. After the training phase, the participants’ cognitive load, self-efficacy, and programming problem-solving were analyzed again. The findings revealed that providing both cognitive scaffolding (i.e., WOE or faded WOE) and non-faded metacognitive scaffolding during the pre-training phase is effective for novice learners for optimizing cognitive load, promoting self-efficacy, and enhancing programming problem-solving skills.
中文摘要：本研究探讨训练前类型对计算机编程中认知负荷、自我效能感和问题解决能力的影响。提供预先培训，帮助学习者获得与问题解决策略相关的图式。84名大学生被随机分为三组，每组接受三种不同类型的预训: 1) WOE (训练样本)和元认知脚手架，2)褪色的 WOE 和元认知脚手架，3) WOE 和褪色的元认知脚手架。在训练前阶段，分析参与者的认知负荷、自我效能感和编程问题解决技能。然后，在训练阶段，参与者被要求尝试一个编程问题解决任务与褪色的 WOE 和褪色的元认知脚手架。训练阶段结束后，再次分析被试的认知负荷、自我效能感和编程问题解决能力。研究结果显示，在培训前阶段提供认知支架(即 WOE 或褪色的 WOE)和非褪色的元认知支架对于新手学习者优化认知负荷，提高自我效能和提高编程问题解决技能是有效的。
https://doi.org/10.1007/s12528-024-09407-3
《Exploring expert instructors’ conceptualization and teaching practices in asynchronous online discussions during case-based learning: a multiple case study》
《案例教学中专家教师异步在线讨论的概念化和教学实践探索: 一个多案例研究》
作者：Yishi Long · Adrie A. Koehler
英文摘要：The purpose of this multiple-case study was to investigate how expert instructors in case-based learning (CBL) conceptualize, structure, facilitate, and assess asynchronous online discussions while addressing challenges. Accordingly, we first interviewed three expert instructors with extensive teaching experience using CBL in higher education in online learning environments and then observed their online courses. Results indicated that (a) how instructors conceptualize case discussions may relate to different conceptualizations of their instructor role, (b) instructors typically clustered facilitation strategies creating posts that included content expertise, social congruence, and cognitive congruence, but how these strategies were implemented differed across instructors, and (c) instructors differentiated solutions to challenges associated with observed difficulties on the instructor and student side. Implications for practice and research are provided.
中文摘要：这个多案例研究的目的是调查基于案例学习(CBL)的专家教师如何概念化，结构化，促进和评估异步在线讨论，同时解决挑战。因此，我们首先采访了三位在网络学习环境下具有丰富教学经验的高校 CBL 专家教师，然后对他们的网络课程进行了观察。结果表明: (a)教师如何将案例讨论概念化可能与其教师角色的不同概念化有关，(b)教师通常将促进策略聚类，创建包括内容专业知识，社会一致性和认知一致性的帖子，但是这些策略在教师之间的实施方式是不同的，(c)教师区分与观察到的困难相关的挑战的解决方案在教师和学生方面。为实践和研究提供了启示。
https://doi.org/10.1007/s12528-024-09405-5
《Connecting affordances of physical and virtual laboratory modes to engineering epistemic practices》
《将物理和虚拟实验室模式的启示与工程认知实践相结合》
作者：Samuel B. Gavitte · Milo Koretsky · Jeffrey A. Nason
英文摘要：Laboratory activities are central to undergraduate student learning in science and engineering. With advancements in computer technology, many laboratory activities have shifted from providing students experiments in a physical mode to providing them in a virtual mode. Further, physical and virtual modes can be combined to address a single topic, as the modes have complementary affordances. In this paper, we report on the design and implementation of a physical and virtual laboratory on the topic of jar testing, a common process for drinking water treatment. The assignment for each laboratory mode was designed to leverage the mode’s affordances. Correspondingly, we hypothesized each would elicit a different subset of engineering epistemic practices. In a naturalistic, qualitative study design based on laboratory mode (physical or virtual) and laboratory order (virtual first or physical first), we collected process, product, and reflection data of students’ laboratory activity. Taking an orientation that learning is participation in valued disciplinary practice, data were coded and used to characterize how students engaged with each laboratory mode. Results showed that the virtual laboratory elicited more conceptual epistemic practices and the physical laboratory more material epistemic practices, aligning with the affordances of each mode. When students completed the laboratory in the virtual mode first, students demonstrated greater engagement in epistemic practices and more positive perceptions of their learning experience in the virtual mode than when they completed the physical mode first. In contrast, engagement in the physical mode was mostly unaffected by the laboratory order.
中文摘要：实验室活动是理工科大学生学习的中心。随着计算机技术的进步，许多实验室活动已经从以物理模式提供实验转变为以虚拟模式提供实验。此外，物理模式和虚拟模式可以结合起来解决一个单一的主题，因为模式具有互补的启示。在本文中，我们报告了一个物理和虚拟实验室的设计和实施的主题罐测试，一个常见的过程饮用水处理。每个实验室模式的作业都是为了利用模式的启示性而设计的。相应地，我们假设每一个都会引出工程认知实践的一个不同的子集。在基于实验室模式(物理或虚拟)和实验室顺序(虚拟或物理优先)的自然、定性研究设计中，我们收集了学生实验活动的过程、产品和反映数据。采取的方向，学习是参与有价值的学科实践，数据编码和使用，以特点如何参与每个实验室模式的学生。结果表明，虚拟实验室引发了更多的概念认知实践，物理实验室引发了更多的物质认知实践，与每种模式的启示性相一致。当学生首先在虚拟模式下完成实验时，与首先完成物理模式时相比，学生在虚拟模式下表现出更多的参与认知实践和对学习经验的更积极的感知。相比之下，物理模式的参与大多不受实验室秩序的影响。
https://doi.org/10.1007/s12528-024-09403-7
《Using text mining and machine learning to predict reasoning activities from think-aloud transcripts in computer assisted learning》
《利用文本挖掘和机器学习预测计算机辅助学习中有声思维记录的推理活动》
作者：Shan Li · Xiaoshan Huang · Tingting Wang · Juan Zheng · Susanne P. Lajoie
英文摘要：Coding think-aloud transcripts is time-consuming and labor-intensive. In this study, we examined the feasibility of predicting students’ reasoning activities based on their think-aloud transcripts by leveraging the affordances of text mining and machine learning techniques. We collected the think-aloud data of 34 medical students as they diagnosed virtual patients in an intelligent tutoring system. The think-aloud data were transcribed and segmented into 2,792 meaningful units. We used a text mining tool to analyze the linguistic features of think-aloud segments. Meanwhile, we manually coded the think-aloud segments using a medical reasoning coding scheme. We then trained eight types of supervised machine learning algorithms to predict reasoning activities based on the linguistic features of students’ think-aloud transcripts. We further investigated if the performance of prediction models differed between high and low performers. The results suggested that students’ reasoning activities could be predicted relatively accurately by the linguistic features of their think-aloud transcripts. Moreover, training the predictive models using the data instances of either high or low performers did not lower the models’ performance. This study has significant methodological and practical implications regarding the automatic analysis of think-aloud protocols and real-time assessment of students’ reasoning activities.
中文摘要：编码有声思考的成绩单是耗时和劳动密集型的。在这项研究中，我们检验了利用文本挖掘和机器学习技术来预测学生的推理活动的可行性。我们收集了34名医学生在智能辅导系统中诊断虚拟病人时的有声思维数据。有声思维数据被转录并分割成2,792个有意义的单位。我们使用文本挖掘工具来分析有声思维片段的语言特征。同时，我们使用医学推理编码方案手动编码有声思维片段。然后，我们训练了8种监督式学习算法，根据学生有声思考成绩单的语言特征来预测推理活动。我们进一步研究了预测模型的表现是否在高表现和低表现之间存在差异。结果表明，有声思维成绩单的语言特征可以较准确地预测学生的推理活动。此外，使用高绩效或低绩效的数据实例对预测模型进行训练并没有降低模型的性能。本研究对有声思维协议的自动分析和学生推理活动的实时评价具有重要的方法论和实践意义。
https://doi.org/10.1007/s12528-024-09404-6
《Exploring the role of a microlearning instructional approach in an introductory database programming course: an exploratory case study》
《在数据库编程入门课程中探索微观学习教学方法的作用: 一个探索性的案例研究》
作者：Rajagopal Sankaranarayanan · Mohan Yang · Kyungbin Kwon
英文摘要：The purpose of this study is to explore the influence of the microlearning instructional approach in an online introductory database programming classroom. The ultimate goal of this study is to inform educators and instructional designers on the design and development of microlearning content that maximizes student learning. Grounded within the frameworks of cognitive theories of learning—Cognitive load theory, Cognitive theory of multimedia learning, and Cognitive, affective theory of learning with media, this exploratory case study collected student assessment data from ten-course topic quizzes and exam scores in midterm and final exams. Additionally, the students' and the course instructor's perceptions while experiencing the microlearning instructional approach were collected and analyzed. As a result, the students scored significantly higher in the course topic quizzes under microlearning instruction compared to the video lectures condition. The students experienced less cognitive load and were more motivated and engaged throughout the learning process under the microlearning instruction. The students also reported some challenges of microlearning instruction, including missing social aspects of learning, fragmented learning for some complex topics, and Canvas LMS platform issues. Overall, this inquiry suggests the potential of microlearning as an instructional approach for introductory programming concepts. Some key implications of the findings are also addressed.
中文摘要：本研究旨在探讨微格学习教学法对在线数据库编程导论课堂教学的影响。这项研究的最终目标是告知教育工作者和教学设计者关于设计和开发微型学习内容，最大限度地提高学生的学习。本研究以认知学习理论ーー认知负荷理论、多媒体学习认知理论和媒体学习认知情感理论为研究框架，从10门课程的主题测验和期中、期末考试成绩中收集学生评价数据。此外，还收集和分析了学生和课程教师在体验微格学习教学法时的感知。结果表明，在微格教学条件下，学生在课程主题测验中的得分明显高于视频教学条件下的得分。在微格学习教学下，学生的认知负荷较小，在整个学习过程中表现出较强的主动性和参与性。学生还报告了微观学习教学的一些挑战，包括缺少学习的社会方面，一些复杂主题的零碎学习，以及画布 LMS 平台问题。总的来说，这个调查表明了微学习作为一种介绍性编程概念的教学方法的潜力。研究结果的一些关键影响也被提出。
https://doi.org/10.1007/s12528-024-09408-2
《Curriculum analytics in higher education institutions: a systematic literature review》
《高校课程分析: 一个系统的文献综述》
作者：Liyanachchi Mahesha Harshani De Silva · María Jesús Rodríguez‐Triana · Irene‐Angelica Chounta · Gerti Pishtari
英文摘要：With technological advances, institutional stakeholders are considering evidence-based developments such as Curriculum Analytics (CA) to reflect on curriculum and its impact on student learning, dropouts, program quality, and overall educational effectiveness. However, little is known about the CA state of the art in Higher Education Institutions (HEIs), where dropout is a worldwide problem. Through a systematic literature review, this study summarizes 59 manuscripts about CA published until April 2024. The aim of this review is to identify: 1) WHERE CA was used; 2) WHO were the CA target stakeholders; 3) WHY CA was proposed; 4) WHAT types of data and what types of data gathering and analysis methods are employed; 5) HOW CA was designed, implemented and evaluated and what the stakeholders' role was; and 6) WHICH limitations and constraints affect CA and WHICH recommended practices could contribute to the CA success. Results from our review reveal a considerable number of CA solutions available. However, there is a need for more evidence on how CA solutions inform decision-making among various stakeholders. Thus, more longitudinal studies are needed, involving stakeholders not only in the design but also in the implementation and evaluation of CA solutions. At the same time, findings suggest that including multiple data sources can enrich the analysis and enable triangulation. Additionally, the lack of evidence on the role of CA in dropouts and decision-making in higher education institutions requires more future research on this aspect. Finally, researchers, practitioners, and decision-makers can use the findings obtained in this review to inform future research and practices on how to leverage CA to improve student learning, enhance the learning experience, and reduce student dropouts.
中文摘要：随着技术的进步，机构利益相关者正在考虑以证据为基础的发展，如课程分析(CA) ，以反思课程及其对学生学习、辍学、课程质量和整体教育效果的影响。然而，对于加州高等教育机构(HEI)的艺术水平知之甚少，辍学是一个全球性的问题。通过系统的文献回顾，本研究总结了截至2024年4月发表的59篇关于 CA 的论文。这次审查的目的是确定: 1)在哪里使用 CA; 2)谁是 CA 的目标利益相关者; 3)为什么 CA 被提出; 4)使用什么类型的数据和什么类型的数据收集和分析方法; 5)如何设计、实施和评估 CA 以及利益相关者的作用是什么; 6)哪些限制和约束影响 CA 和哪些推荐的做法可以有助于 CA 的成功。从我们的审查结果显示，相当数量的 CA 解决方案可用。然而，还需要更多的证据来证明 CA 解决方案如何为不同利益相关者的决策提供信息。因此，需要进行更多的纵向研究，不仅要让利益相关者参与到 CA 解决方案的设计中，还要让他们参与到 CA 解决方案的实施和评估中。同时，研究结果表明，包括多个数据源可以丰富分析，使三角测量成为可能。此外，由于缺乏证据证明高等教育机构在辍学和决策方面的作用，需要在这方面进行更多的研究。最后，研究人员，从业人员和决策者可以使用这篇综述中获得的结果来指导未来的研究和实践，如何利用 CA 来改善学生的学习，提高学习经验，并减少学生辍学。
https://doi.org/10.1007/s12528-024-09410-8
【SSCI】教育学期刊《International Journal of Educational Research》最新论文推送
