CAJ | 학술논문

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。
학습력적개념연기우관이학，근년래축점피천이도교육영역，통과“구건학습력”위학습자유효종신학습제공능량。대원정학습자재선학습력진행심입연구，불부유조우제고기재선학습수평，야가촉진개인가지속발전。위료종실증각도탐구원정학습자재선학습력적내재결구여기본특점，본연구재충분차감국내외상관연구성과기출상，결합원정재선학습정경，계정료원정학습자재선학습력적개념병구건료이론모형，편제료원정학습자재선학습력측평량표。연구이안휘엄파전시대학륙소분교960명원정학습자위피시，통과문권조사화실지방담등방법，대원정학습자재선학습력적현상진행조사여분석。연구결과표명：원정학습자재선학습력유내구력、의지력、인지력、전화력사인소구성，가설이론모형여실제관측수거의합량호；량표구유량호적감별도、신도화효도；원정학습자재선학습력총체처우중등수평，내구력、전화력、인지력、의지력사개유도득분의차현저강저；존재현저적성별、전업、년령、재선학습시정차이。결합연구결론，아문건의원정교육원교재교학중응주중신생학습지남교육，제고재선학습준비도；완선학습지지복무，제승재선학습성효；수립종신학습이념，견정재선학습의지。
Originally derived from management science, the concept of learning power in recent years migrated gradu- ally 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＇ 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 ＇ online learning power from the empirical perspective, the study examined the definition of online learning power, investigated the inner structure of distance learners ＇ 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 ＇ psychological motivation, cognitive ability and learning results in online learning environment＂. This study built a distance learners＇ 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 question- naires 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 presupposition 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 suit-able to be used as an assessment tool for distance learners＇ 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＇ 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 learn- ing 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 pro- mote 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 con- cept of lifelong learning, and strengthen the online learning determination.