在COVID-19 疫情下自我導向學習策略 和態度對於線上學習認知疲乏、 全神貫注與感知學習效果之相關性研究 -以大學生為例

Translated title of the contribution: A SELF-DIRECTED LEARNING APPROACH AND ATTITUDES PREDICT COGNITIVE FATIGUE AND COGNITIVE PRESENCE DURING ONLINE LEARNING, AND PERCEIVED ONLINE LEARNING INEFFECTIVENESS: THE CASE OF COLLEGE STUDENTS

Jon Chao Hong*, Ling Wen Kung, Chien Yun Dai, Ming En Liu

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

Abstract

During the outbreak of the new coronavirus disease COVID-19 (Coronavirus Disease 2019) epidemic, online learning has changed the traditional learning model. The purpose of this research was to explore how the antecedent of self-directed learning approach and attitudes of online learning can affect participants’ perceptions of cognitive fatigue and immersion during online learning that reflect their perceptions of the learning ineffectiveness of online learning. Design/methodology/approach This research adopted convenience sampling to collect data. During the period of the COVID-19 epidemic, the target participants were higher education students who adopted distance learning in the lockdown area of China. A questionnaire was posted on the Tencent questionnaire system for participants to fill out. The sample data of 155 college students were validly collected and subjected to test reliability and structural equation modeling using the SmartPLS 3.0 software to verify the research model proposed in this study. Findings/results The study found that self-directed learning attitudes were negatively related to online learning cognitive fatigue, but were positively related to cognitive presence; the self-directed learning approach was negatively related to online learning cognitive fatigue, but was positively related to cognitive presence. Moreover, online learning cognitive fatigue was positively related to perceived learning ineffectiveness, whereas cognitive presence was negatively related to perceived learning ineffectiveness. Originality/value In the new learning mode under the threat of the COVID-19 epidemic, this study explored the interaction between students' selfdirected learning, focused learning, and cognitive fatigue during the online learning process. Although there is no in-depth discussion on related research that affects learners’ perception of their learning outcomes, based on TAT (Trait activation theory), this study first divided self-directed learning into two categories: approach and attitude, and found how self-directed learning traits can predict online learning mental state, such as deactivator-cognitive fatigue and activator–immersion that affected the perceived effectiveness of online learning during the COVID-19 epidemic. Suggestions/implications The results of this study divided self-directed learning into approach and attitudes and indicated that both approach and attitudes of self-directed learning should be promoted by school teachers. Moreover, to design good distance learning programs, it is necessary to stimulate students’ mental state to learn and explore actively. Teachers can design interactive prompts or a reminding service in the teaching process to promote students’ cognitive presence and reduce their Internet cognitive fatigue, and to strengthen the overall learning effect.

Translated title of the contributionA SELF-DIRECTED LEARNING APPROACH AND ATTITUDES PREDICT COGNITIVE FATIGUE AND COGNITIVE PRESENCE DURING ONLINE LEARNING, AND PERCEIVED ONLINE LEARNING INEFFECTIVENESS: THE CASE OF COLLEGE STUDENTS
Original languageChinese (Traditional)
Pages (from-to)119-147
Number of pages29
JournalContemporary Educational Research Quarterly
Volume30
Issue number1
DOIs
Publication statusPublished - 2022

ASJC Scopus subject areas

  • Education

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