Design Of Learner Support Strategies In The Process Of The Undergraduate Web-based Self-regulated Learning

Learner support is a very important domain for research of web-based learning, which intention is to instruct, help and promote the self-regulated learning of students and enhance the quality and the effects of web-based learning. Since early 90s, the research passion of this domain boomed and a lot of dissertations appeared. However, the research and the practice of most learner support mainly rested on the facet of system and manage, which particularly emphasized on the constitution of ministrant system and the supply of logistic safeguard, but ignored the cognitive facet which was nearly connected with learning process.Along with the foundation and put in practice of the China's Advanced Courses, web-based learning is becoming familiar in colleges. But teachers which engaged in web-based learning were influenced by traditional teaching practice and teaching taches, so they lacked the instruction of learner support theory which settled in web-based learning. Based on the analysis above, the subject of this dissertation was named as "Design of Learner Support strategies in the Process of the Undergraduate Web-based Self-regulated Learning".Bases on the practical need of web-based learning, the dissertation uses the research results of this domain for reference and analyses the internal mechanism of web-based self-regulated learning. The paper also epurates the essence of learner support and seeks after the balance of web-based self-regulated learning and learner support. The dissertation deeply considers the web-based learning rules which accord with the learner in the process of web-based self-regulated learning and coordinates the learner support strategies, which includes support strategies of web-based learning preparing ability, support strategies of web-based learning resource using ability, support strategies of web-based learning participating ability , support strategies of web-based learning regulating ability and support strategies of self-evaluated ability. The research decreased the estrangement between students, teachers and curricular developer. It also changes the actual complexion which only depends on the pre-designed substantial stuff to help learning. It offers a new point of view of learner support research and establishes the foundation of the future research. Finally, the experiment proves the feasibility and validity of the strategy, but it also reveals some questions, which is, the learner support in learning process is dynamic and needs to be developed and consummated under the dynamic mechanism.The main contents are the following:The first chapter introduces the background of this dissertation and summarizes the research actuality of this domain.The second chapter expatiates the academic foundation of this dissertation. It also epurates the essential characteristics and restricts the concepts of learner support through the research of self-regulated learning theory and the learner support theory.The third chapter analyses the internal mechanism of network self-regulated learning process, and ascertains the balance point which between learner support and web-based self-regulated learning. Then bases on the acquaintance of undergraduate collective characteristics, the thesis analyses undergraduate web-based self-regulated learning actuality through network communion, learning scout and questionnaire. It also concludes the problems which often appear in undergraduate web-based self-regulated learning process and discusses the support which students need based on these problems.The forth chapter, which starts from the point of view of web-based learning practice, brings forward learner support strategies in the process of undergraduate web-based self-regulated learning and proves its feasibility and validity of through experiments.The fifth chapter concludes the dissertation. It indicates the shortages of this research and points out the future research direction.