网络学习空间提升自我效能感的效果研究

The Study on Self-Efficacy Promotion Effect with the Application of E-Learning Space

随着“三通两平台”建设的深入推进，利用网络学习空间提升大学生自我效能感的研究具有重要的理论意义与实践价值。该文采用准实验研究方法，在课程教学中，通过设计和应用网络学习空间，探究提升大学生网络学习自我效能感的具体效果与主要影响因素。研究表明，应用网络学习空间能逐步提升大学生的网络学习自我效能感，而且累积应用效果非常显著；在应用网络学习空间过程中，大学生自我效能感各维度提升效果不同，其中“能力感”“努力感”“环境感”提升效果较为显著。研究同时发现，“个体在学习空间中的社会存在感”“网络学习空间的功能支持”和“网络学习行为模式”是影响网络学习自我效能感提升效果的主要因素，并针对这三个影响因素，分别提出相应的干预策略。

Along with the development of the “Three Accesses and Two Platforms” project， it has high theoretical and practical value to carry out the research about improving the self-efficacy of college students by using e-learning space. In this study， e-learning space was designed and applied in a college course， then quasi-experimental research method was adopted to explore the specific promotion effect of e-learning self-efficacy of college students and the main influencing factors. This study indicated that the application of e-learning space can gradually promote college students’ e-learning self-efficacy and its cumulative application effect was very significant. The promotion effect of different dimensions was unequal. Among them， the promotion effect of sense of “ability”， “endeavor” and “environment” was remarkable. The findings also showed that “students’ individual social presence in the learning space”， “functions of e-learning space” and “students’ e-learning behavior model” were the main influencing factors affecting the promotion of college students’ e-learning self-efficacy. Respectively for these three influencing factors， this study put forward corresponding intervention strategies.