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題名: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
書刊名:當代教育研究季刊
作者:洪榮昭孔令文戴建耘劉銘恩
作者(外文):Hong, Jon-chaoKung, Ling-wenDai, Chien-yunLiu, Ming-en
出版日期:2022
卷期:30:1
頁次:頁119-123+125-147
主題關鍵詞:新型冠狀病毒病自我導向學習策略與態度線上學習認知疲乏線上學習全神貫注感知學習成效COVID-19Self-directed learning approachesSelfdirected learning attitudeOnline learning cognitive fatigueICFLearning performanceImmersion
原始連結:連回原系統網址new window
相關次數:
  • 被引用次數被引用次數:期刊(1) 博士論文(0) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:1
  • 共同引用共同引用:0
  • 點閱點閱:4
期刊論文
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15.Chen, C. M.、Lin, Y. J.(2016)。Effects of different text display types on reading comprehension, sustained attention and cognitive load in mobile reading contexts。Interactive Learning Environments,24(3),553-571。  new window
16.Yayli, D.(2008)。Theory-practice dichotomy in inquiry: Meanings and preservice teacher-mentor teacher tension in Turkish literacy classrooms。Teaching and Teacher Education,24(4),889-900。  new window
17.Hong, J.-C.、Tai, K.-H.、Hwang, M.-Y.、Kuo, Y.-C.(2016)。Internet cognitive failure affects learning progress as mediated by cognitive anxiety and flow while playing a Chinese antonym synonym game with interacting verbal-analytical and motor-control。Computers & Education,100,32-44。  new window
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23.Mishra, L.、Gupta, T.、Shree, A.(2020)。Online teaching-learning in higher education during lockdown period of COVID-19 pandemic。International Journal of Educational Research Open,1。  new window
24.González-García, N.、Sánchez-García, A. B.、Nieto-Librero, A. B.、Galindo-Villardón, M. P.(2019)。Attitude and learning approaches in the study of general didactics. A multivariate analysis。Revista de Psicodidáctica (English ed.),24(2),154-162。  new window
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26.Daniel, E.、Benish-Weisman, M.(2019)。Value development during adolescence: Dimensions of change and stability。Journal of Personality,87(3),620-632。  new window
27.Abd-El-Fattah, S. M.(2010)。Garrison's model of self-directed learning: Preliminary validation and relationship to academic achievement。The Spanish Journal of Psychology,13(2),586-596。  new window
28.Al Mamun, M. A.、Lawrie, G.、Wright, T.(2020)。Instructional design of scaffolded online learning modules for self-directed and inquiry-based learning environments。Computers & Education,144。  new window
29.Esterman, M.、Rothlein, D.(2019)。Models of sustained attention。Current Opinion in Psychology,29,174-180。  new window
30.Fahimi, F.、Zhang, Z.、Goh, W. B.、Lee, T. S.、Ang, K. K.、Guan, C.(2019)。Inter-subject transfer learning with an end-to-end deep convolutional neural network for EEG-based BCI。Journal of Neural Engineering,16(2)。  new window
31.Galikyan, I.、Admiraal, W.(2019)。Students' engagement in asynchronous online discussion: The relationship between cognitive presence, learner prominence, and academic performance。The Internet and Higher Education,43。  new window
32.Goh, W.、Dexter, B.、Self, R.(2014)。4-stage online presence model: Model for module design and delivery using web 2.0 technologies to facilitate critical thinking skills。International Journal on E-Learning,13(3),251-272。  new window
33.Han, S. Y.、Kwak, N. S.、Oh, T.、Lee, S. W.(2020)。Classification of pilots' mental states using a multimodal deep learning network。Biocybernetics and Biomedical Engineering,40(1),324-336。  new window
34.Hong, J. C.、Lee, Y. F.、Ye, J. H.(2021)。Procrastination predicts online self-regulated learning and online learning ineffectiveness during the coronavirus lockdown。Personality and Individual Differences,174。  new window
35.Hong, J. C.、Liu, X.、Cao, W.、Tai, K. H.、Zhao, L.(2022)。Effects of self-efficacy and online learning mind states on learning ineffectiveness during the COVID-19 lockdown。Educational Technology & Society,25(1),142-154。  new window
36.Hong, J. C.、Liu, Y.、Liu, Y.、Zhao, L.(2021)。High school students' online learning ineffectiveness in experimental courses during the COVID-19 pandemic。Frontiers in Psychology,12。  new window
37.Hwang, M. Y.、Hong, J. C.、Tai, K. H.、Chen, J. T.、Gouldthorp, T.(2020)。The relationship between the online social anxiety, perceived information overload and fatigue, and job engagement of civil servant LINE users。Government Information Quarterly,37(1)。  new window
38.Kerr, D.、Ratcliff, J.、Tabb, L.、Walter, R.(2020)。Undergraduate nursing student perceptions of directed self-guidance in a learning laboratory: An educational strategy to enhance confidence and workplace readiness。Nurse Education in Practice,42。  new window
39.Kim, D.、Jung, E.、Yoon, M.、Chang, Y.、Park, S.、Kim, D.、Demir, F.(2021)。Exploring the structural relationships between course design factors, learner commitment, self-directed learning, and intentions for further learning in a self-paced MOOC。Computers & Education,166。  new window
40.Li, H.、Majumdar, R.、Chen, M. R. A.、Ogata, H.(2021)。Goal-oriented active learning (GOAL) system to promote reading engagement, self-directed learning behavior, and motivation in extensive reading。Computers & Education,171。  new window
41.Mussel, P.、Spengler, M.(2015)。Investigating intellect from a trait activation perspective: Identification of situational moderators for the correlation with work-related criteria。Journal of Research in Personality,55,51-60。  new window
42.Martin, L.、Jaime, K.、Ramos, F.、Robles, F.(2021)。Declarative working memory: A bio-inspired cognitive architecture proposal。Cognitive Systems Research,66,30-45。  new window
43.Liu, Y.、Zhang, Y.、Qiao, W.、Zhou, L.、Coates, H.(2020)。Ensuring the Sustainability of University Learning: Case Study of a Leading Chinese University。Sustainability,12(17)。  new window
44.Lim, J.、Richardson, J. C.(2021)。Predictive effects of undergraduate students' perceptions of social, cognitive, and teaching presence on affective learning outcomes according to disciplines。Computers & Education,161。  new window
45.Panigrahi, R.、Srivastava, P. R.、Sharma, D.(2018)。Online learning: Adoption, continuance, and learning outcome--A review of literature。International Journal of Information Management,43,1-14。  new window
46.Musso, M. F.、Boekaerts, M.、Segers, M.、Cascallar, E. C.(2019)。Individual differences in basic cognitive processes and self-regulated learning: Their interaction effects on math performance。Learning and Individual Differences,71,58-70。  new window
47.Rodrigo, L.、Palacios, M.(2021)。What antecedent attitudes motivate actors to commit to the ecosystem of digital social innovation?。Technological Forecasting and Social Change,162。  new window
48.Schwid, S. R.、Tyler, C. M.、Scheid, E. A.、Weinstein, A.、Goodman, A. D.、McDermott, M. P.(2003)。Cognitive fatigue during a test requiring sustained attention: A pilot study。Multiple Sclerosis Journal,9(5),503-508。  new window
49.Shahrouri, E.(2016)。The impact of Garrison's Model of self-directed learning on improving academic self-concept for undergraduate students。International Journal of Education, Learning and Development,4(10),36-45。  new window
50.Shipstead, Z.、Harrison, T. L.、Engle, R. W.(2016)。Working memory capacity and fluid intelligence: Maintenance and disengagement。Perspectives on Psychological Science,11(6),771-799。  new window
51.Skuballa, I. T.、Xu, K. M.、Jarodzka, H.(2019)。The impact of Co-actors on cognitive load: When the mere presence of others makes learning more difficult。Computers in Human Behavior,101,30-41。  new window
52.Stankov, L.、Lee, J.(2014)。Quest for the best non-cognitive predictor of academic achievement。Educational Psychology,34(1),1-8。  new window
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54.Toh, W.、Kirschner, D.(2020)。Self-directed learning in video games, affordances and pedagogical implications for teaching and learning。Computers & Education,154。  new window
55.Unsworth, N.、McMillan, B. D.、Brewer, G. A.、Spillers, G. J.(2013)。Individual differences in everyday retrospective memory failures。Journal of Applied Research in Memory and Cognition,2(1),7-13。  new window
56.Uus, Õ.、Seitlinger, P. C.、Ley, T. T.(2020)。Cognitive capacity in self-directed learning: Evidence of middle school students' executive attention to resist distraction。Acta Psychologica,209。  new window
57.Was, C. A.、Hollis, R. B.、Dunlosky, J.(2019)。Do students understand the detrimental effects of mind wandering during online learning?。Computers & Education,135,113-122。  new window
58.Wu, J. Y.(2015)。University students' motivated attention and use of regulation strategies on social media。Computers & Education,89,75-90。  new window
59.Zheng, B.、Lin, C. H.、Kwon, J. B.(2020)。The impact of learner-, instructor-, and course-level factors on online learning。Computers & Education,150。  new window
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會議論文
1.Rahmawati, F.、Hakim, L.(2017)。Virtual e-learning media to improve vocational school students' learning outcome。International Conference on Teacher Training and Education 2017。Atlantis Press。  new window
圖書
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圖書論文
1.Bandura, Albert(2006)。Guide for constructing self-efficacy scales。Self-efficacy beliefs of adolescents。Information Age。  new window
 
 
 
 
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