| dc.description.abstract | The main purpose of this study is to explore the relationship between the ＂ learning experience ＂, ＂ online learning behavior ＂ and ＂ learning outcomes ＂ of students in calculus courses; and to explore the relationship between students′ ＂self-assessment＂ and the first three items.
Student’s ＂learning experience＂ includes course design, student-instructor interaction, interaction between students, online learning environment and individual learning process; while ＂self-assessment＂ includes self-regulatory efficacy, satisfaction and academic performance. Based on relevant journal literature, this study compiled a questionnaire to measure students′ course learning experience and self-assessment.
The questionnaire has been tested during the examination time. The subjects of this study are 423 students who have taken the Calculus course in the 109th academic year of National Central University.
Use the results of the questionnaire, the browsing record data in BookRoll system, and the learning outcomes of the students for statistical analysis. Through correlation analysis, SEM structural equation model, and after adjustment, the interrelationships among student’s learning experience, self-assessment, online learning behavior and learning outcomes are organized.
It was found that students′ learning experience will affect online learning behavior.
And students′ online learning behavior has a strong influence on learning outcomes. In addition, the self-regulation efficiency of students is also related to online learning behaviors and affects learning outcomes. Therefore, student’s ＂learning experience＂ and student’s ＂online learning behavior＂ in BookRoll system can be used to predict student’s ＂learning outcomes＂, and student’s ＂self-regulatory efficacy＂ can be used as an auxiliary reference. | en_US |