本文選題：Moodle平臺(tái)　切入點(diǎn)：網(wǎng)絡(luò)學(xué)習(xí)動(dòng)機(jī)　出處：《陜西師范大學(xué)》2013年碩士論文　論文類型：學(xué)位論文

【摘要】：近年來(lái),以Moodle、Blog和Wiki等為代表的Web2.0工具在教育中得到廣泛的應(yīng)用,而以移動(dòng)技術(shù)、教育游戲、社會(huì)網(wǎng)絡(luò)為代表的新興媒體技術(shù)也已逐漸開始應(yīng)用到教育領(lǐng)域中。我們發(fā)現(xiàn),從多媒體技術(shù)到網(wǎng)絡(luò)技術(shù),再到移動(dòng)學(xué)習(xí)技術(shù)和新型云計(jì)算技術(shù)的發(fā)展,網(wǎng)絡(luò)環(huán)境下的在線學(xué)習(xí)將成為未來(lái)教育中一種重要的學(xué)習(xí)方式。然而,網(wǎng)絡(luò)環(huán)境下的學(xué)習(xí)是一種高度自主性的學(xué)習(xí),學(xué)習(xí)動(dòng)機(jī)是推動(dòng)學(xué)習(xí)者參與學(xué)習(xí)活動(dòng)的內(nèi)在動(dòng)力,也是決定網(wǎng)絡(luò)學(xué)習(xí)者學(xué)習(xí)成效的重要因素。當(dāng)前,Moodle平臺(tái)在高校教學(xué)中得到廣泛應(yīng)用,基于Moodle平臺(tái)開展的教學(xué)研究與實(shí)踐探索也取得了一些成果,然而,基于Moodle平臺(tái)的學(xué)生網(wǎng)絡(luò)學(xué)習(xí)動(dòng)機(jī)不足的現(xiàn)狀,卻是一個(gè)無(wú)法回避的問(wèn)題,且尚未得到研究者的重視。因此,研究如何激發(fā)和維持學(xué)生的網(wǎng)絡(luò)學(xué)習(xí)動(dòng)機(jī),對(duì)改善網(wǎng)絡(luò)學(xué)習(xí)效果具有非常重要的意義。本研究以Moodle學(xué)習(xí)平臺(tái)為研究環(huán)境,對(duì)學(xué)習(xí)者參與網(wǎng)絡(luò)學(xué)習(xí)平臺(tái)的學(xué)習(xí)動(dòng)機(jī)影響因素進(jìn)行實(shí)證研究,旨在探討Moodle平臺(tái)參與者學(xué)習(xí)動(dòng)機(jī)的直接與間接影響因素,為今后平臺(tái)的設(shè)計(jì)與應(yīng)用提供策略和建議。 本研究首先采用文獻(xiàn)研究法對(duì)有關(guān)網(wǎng)絡(luò)學(xué)習(xí)動(dòng)機(jī)影響因素的文獻(xiàn)進(jìn)行內(nèi)容分析,歸納和總結(jié)網(wǎng)絡(luò)環(huán)境下學(xué)生學(xué)習(xí)動(dòng)機(jī)的影響因素,并采用訪談法對(duì)某高校中使用過(guò)Moodle平臺(tái)開展在線學(xué)習(xí)的學(xué)生進(jìn)行訪談,對(duì)已有的因素進(jìn)行補(bǔ)充和修訂,最終確定了Moodle平臺(tái)支持下學(xué)生學(xué)習(xí)動(dòng)機(jī)的12個(gè)影響因素,分別為平臺(tái)功能與設(shè)計(jì)、輔導(dǎo)教師、學(xué)習(xí)活動(dòng)設(shè)計(jì)、虛擬獎(jiǎng)勵(lì)、感知有用、感知易用、同伴交流與反饋、同伴協(xié)作與競(jìng)爭(zhēng)、課程要求、學(xué)習(xí)任務(wù)難度、討論主題和學(xué)習(xí)資源。其次,采用系統(tǒng)工程的解釋結(jié)構(gòu)模型建模方法,依據(jù)離散數(shù)學(xué)和圖形理論,通過(guò)二維矩陣進(jìn)行數(shù)學(xué)運(yùn)算,分析各因素之間的邏輯關(guān)系,構(gòu)建了基于Moodle平臺(tái)學(xué)生網(wǎng)絡(luò)學(xué)習(xí)動(dòng)機(jī)影響因素的層次結(jié)構(gòu)模型。 在此基礎(chǔ)上,以《教學(xué)系統(tǒng)設(shè)計(jì)》為研究課程,以高師院校本科生為研究對(duì)象,搭建Moodle網(wǎng)絡(luò)學(xué)習(xí)平臺(tái),并依據(jù)結(jié)構(gòu)模型設(shè)計(jì)網(wǎng)絡(luò)學(xué)習(xí)資源和學(xué)習(xí)活動(dòng)。之后,對(duì)前期平臺(tái)應(yīng)用進(jìn)行階段總結(jié),并選取“學(xué)習(xí)目標(biāo)的分析與設(shè)計(jì)”專題作為研究干預(yù),對(duì)專題進(jìn)行詳細(xì)的設(shè)計(jì)。通過(guò)設(shè)計(jì)結(jié)構(gòu)化問(wèn)卷,對(duì)使用Moodle平臺(tái)學(xué)習(xí)的高師院校學(xué)生進(jìn)行調(diào)查,得出影響學(xué)生網(wǎng)絡(luò)學(xué)習(xí)動(dòng)機(jī)的關(guān)鍵因素。依據(jù)實(shí)際影響因素,采用解釋結(jié)構(gòu)模型法對(duì)模型進(jìn)行重構(gòu),并進(jìn)一步提出研究假設(shè),探討各影響因素之間的關(guān)系,挖掘各個(gè)前因變量對(duì)學(xué)習(xí)動(dòng)機(jī)的直接與間接影響效應(yīng)。最后,采用結(jié)構(gòu)方程模型和線性回歸分析法,對(duì)各變量間的路徑關(guān)系進(jìn)行檢驗(yàn)和分析,得出各影響因素間的關(guān)系結(jié)構(gòu)圖。 本研究得出的主要結(jié)論是,在影響學(xué)生網(wǎng)絡(luò)學(xué)習(xí)動(dòng)機(jī)的一級(jí)指標(biāo)上,教師層面最能提高學(xué)生在線學(xué)習(xí)的積極性,其次是學(xué)習(xí)者與課程學(xué)習(xí)層面,而平臺(tái)層面對(duì)學(xué)生在線學(xué)習(xí)的積極性影響最低。在二級(jí)指標(biāo)上,輔導(dǎo)教師、感知有用、虛擬獎(jiǎng)勵(lì)、學(xué)習(xí)資源、學(xué)習(xí)活動(dòng)設(shè)計(jì)、同伴協(xié)作與競(jìng)爭(zhēng)是影響學(xué)生在線學(xué)習(xí)積極性的主要因素。其中,輔導(dǎo)教師是影響學(xué)生網(wǎng)絡(luò)學(xué)習(xí)動(dòng)機(jī)的根本因素,感知有用、學(xué)習(xí)活動(dòng)設(shè)計(jì)和學(xué)習(xí)資源則對(duì)學(xué)習(xí)動(dòng)機(jī)產(chǎn)生間接影響,虛擬獎(jiǎng)勵(lì)則直接影響同伴間的協(xié)作與競(jìng)爭(zhēng)并進(jìn)而提高學(xué)生學(xué)習(xí)的積極性,而感知有用對(duì)虛擬獎(jiǎng)勵(lì)未有正向顯著影響。依據(jù)上述結(jié)論和對(duì)學(xué)生的訪談結(jié)果,嘗試從輔導(dǎo)教師層面、學(xué)習(xí)者層面、課程學(xué)習(xí)層面和平臺(tái)功能層面提出激發(fā)學(xué)生網(wǎng)絡(luò)學(xué)習(xí)動(dòng)機(jī)的策略,并將策略應(yīng)用到教學(xué)實(shí)踐中。最后,借助Moodle平臺(tái)的活動(dòng)報(bào)表功能對(duì)學(xué)生登陸平臺(tái)的頻度與在線時(shí)間、學(xué)生訪問(wèn)學(xué)習(xí)資源頻度、學(xué)生訪問(wèn)討論區(qū)頻度等學(xué)習(xí)行為進(jìn)行了分析,對(duì)激發(fā)和維持學(xué)生網(wǎng)絡(luò)學(xué)習(xí)動(dòng)機(jī)策略的有效性進(jìn)行了實(shí)際探索。
[Abstract]:In recent years, with Moodle, Blog and Wiki as the representative of the Web2.0 tools are widely used in education, and mobile technology, educational games, new media technology as the representative of the social network has also been gradually applied to the field of education. We found that from the multimedia technology to the network technology to the development of mobile learning new technology and cloud computing technology, online learning under the network environment in the future education will become an important way of learning. However, learning under the network environment is a high degree of autonomy learning, learning motivation is the motivation for learners to participate in learning activities, is also an important factor in determining the network learning effectiveness. At present, Moodle platform has been widely used in college teaching, teaching research and practice based on the Moodle platform development it has made some achievements, however, the students based on Moodle platform Present situation of the lack of motivation to learn the network, it is an unavoidable problem, and has yet to get the attention of researchers. Therefore, research on how to stimulate and maintain the learning motivation of the students, has very important significance to improve the performance of network learning. Based on the Moodle learning platform for the research environment, the empirical research on learners participate in the network learning platform of learning motivation factors, factors of direct and indirect effects to explore participants learning motivation of Moodle platform, provide strategies and suggestions for the design and application of the platform.
In this study, using the method of literature research on network learning motivation factors literature content analysis, induction and summary of factors affecting students' learning motivation under the network environment, and using interviews in a university in the use of Moodle platform to carry out online learning of the students in the interview, supplement and revision of existing factors, finally the Moodle platform under the support of the students' learning motivation of 12 factors, respectively, the platform function and design, guidance teachers, learning activities design, virtual rewards, perceived usefulness, perceived ease of use, peer communication and peer feedback, cooperation and competition, curriculum requirements, task difficulty, discussion topics and learning resources. Secondly the interpretative structure modeling method, system engineering, on the basis of discrete mathematics and graph theory, mathematical calculation by two-dimensional matrix analysis for the relationship between the elements of logic, A hierarchical structure model based on the influence factors of students' network learning motivation based on Moodle platform is constructed.
On this basis, the design of teaching system for < > of course to undergraduates in Colleges and universities as the research object, build Moodle network learning platform, and on the basis of resources and learning model design of network learning. Then, on the early stage of application platform, and selected the analysis and design of learning goals as the research topic the intervention, the detailed design of the project. Through the design of a structured questionnaire survey of students using the Moodle platform for learning the normal colleges and universities, the key factors affecting the students' learning motivation network. Based on the actual factors, using the structure model method to reconstruct the model, and further puts forward the research hypotheses, explore the relationship between the effect of mining factors, the antecedent variables of direct and indirect effect on the learning motivation effect. Finally, using the method of regression analysis and structural equation model, the The relationship between the variables is tested and analyzed, and the relationship structure diagram between the various factors is obtained.
The main conclusion of this study is that influence students' learning motivation in the network level indicators, the level of teachers can improve the students' enthusiasm for online learning, followed by learners and learning level, and the lowest positive effects in the platform of online learning. Students in two grade indexes, tutors, perception useful, virtual rewards, learning resources, learning activity design, peer collaboration and competition are the main factors affecting the enthusiasm of the students in online learning. The teachers are the basic factors affecting the students' network learning motivation, perception, learning activities and learning resources design had an indirect effect on learning motivation, virtual rewards are directly affected cooperation and competition among peers and improve the students' learning enthusiasm, and perceived usefulness of virtual reward no positive effect. Based on the above conclusions and interviews with students. Fruit, try from the teacher level, the level of learners, stimulate students' learning motivation of network course learning strategy level and platform level, and the strategy is applied to teaching practice. Finally, with the help of frequency and time online Moodle platform activity report function of students landing platform, students access to learning resources frequency, students visit the discussion frequency of learning behavior is analyzed, to stimulate and maintain students' network learning effectiveness of motivational strategies for practical exploration.

【學(xué)位授予單位】：陜西師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類號(hào)】：G434

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