远程学习者在线学习力实证研究

An Empirical Research on Distance Learners’ Online Learning Power

学习力的概念缘起于管理学，近年来逐渐被迁移到教育领域，通过“构建学习力”为学习者有效终 身学习提供能量。对远程学习者在线学习力进行深入研究，不仅有助于提高其在线学习水平，也可促进个人可 持续发展。为了从实证角度探究远程学习者在线学习力的内在结构与基本特点，本研究在充分借鉴国内外相关 研究成果基础上，结合远程在线学习情境，界定了远程学习者在线学习力的概念并构建了理论模型，编制了远程 学习者在线学习力测评量表。研究以安徽广播电视大学六所分校960名远程学习者为被试，通过问卷调查和实 地访谈等方法，对远程学习者在线学习力的现状进行调查与分析。研究结果表明：远程学习者在线学习力由内 驱力、意志力、认知力、转化力四因素构成，假设理论模型与实际观测数据拟合良好；量表具有良好的鉴别度、信 度和效度；远程学习者在线学习力总体处于中等水平，内驱力、转化力、认知力、意志力四个维度得分依次显著降 低;存在显著的性别、专业、年龄、在线学习时程差异。结合研究结论，我们建议远程教育院校在教学中应注重新 生学习指南教育，提高在线学习准备度；完善学习支持服务，提升在线学习成效;树立终身学习理念，坚定在线学 习意志。

Originally derived from management science， the concept of learning power in recent years migrated gradually to the field of education and is used for promoting effective lifelong learning. In online learning environments ， the various barriers that learners encounter might cause learning power insufficiency and impede learning activities. In -depth study of distance learners 爷 online learning power would not only help distance learners overcome online learning obstacles， but also have important values for personal autonomy and sustainable development of education. In order to explore the intrinsic structure and basic characteristics of distance learners 爷 online learning power from the empirical perspective， the study examined the definition of online learning power， investigated the inner structure of distance learners 爷 online learning power from psychological point of view ， compiled an online learning power assessment scale that has good reliability and validity， and then used the scale to explore the current status and characteristics of online learning power. Based on the relevant domestic and international literature， the study defines “ online learning power ” as “ the dynamic energy system which could effectively promote the interaction of distance learners 爷 psychological motivation， cognitive ability and learning results in online learning environment ”. This study built a distance learners 爷 online learning power structure model which has four power factors ： the internal motivation， willpower， cognition power， and transforming power. Based on the four -factor theory model and expert review ， the study formed a four - dimension， fifty -three items assessment scale. The initial assessment scale was published on the professional questionnaire website. And distance learners were recruited to participate in online assessment. The study adopted the stratified sampling and selected Anhui Radio and TV University distance learners group as the sampling frame. More than 10 majors that had largest number of learners were chosen in order to offset the impact of the college level， grade and gender ratio. 1000 people were selected to confirm with the value of experience requirements of factor analysis. At the same time， distance learners were randomly selected for interview to validate and analyze the assessment results. A total of 960 questionnaires were returned， of which 751 questionnaires were effective. The return rate was 78. 2%. The empirical results showed that， the formal scale dimension attribution of each item and theories of presupposi-tion were basically identical. The convergence effect of the measurement model was good. The whole fitting was fine and had good stability. The scale also had good project identification degree， reliability and validity， and was suitable to be used as an assessment tool for distance learners 爷 online learning power. Among the four factor of online learning power， the impact of cognition power， transforming power and willpower were in the medium level， while the effect of internal motivation was at a higher level and also had large space of ascension. In other dimensions， male learners 爷 cognition power level was significantly higher than that of female learners. Majored in literature and laws learners' willpower level was significantly higher than that of learners majored in technology and economy. The learning power level of learners over 36 years old was significantly higher than that of those below 35 years old. The online learning power level was relatively low for learners who spent less than or equal to 1 semester online. In order to promote online learning power in distance teaching， we should pay attention to the study guide of freshmen， improve the online learning readiness， enhance learning support services， raise the effectiveness of online learning， build the concept of lifelong learning， and strengthen the online learning determination.