信息教学创新23年7期

混合式协作学习模式下的学习体验影响因素研究
伍行素
(上饶师范学院 数学与计算机科学学院,江西 上饶 334001)

摘  要:从学生学习体验出发,利用泛雅超星网络教学平台,设计混合式协作学习模式,通过专家访谈与问卷调查等方法确定混合协作学习体验的 7 个影响因素,分别是教学能力、学习动机、学习活动设计、资源特性、学习任务、师生交互、同伴互动与协作,然后提出相关假设模型,再进行实证分析与统计验证。结果表明:在混合式协作学习过程中,教师教学能力是混合式协作学习模式下的学生体验影响因素的关键因素,学生之间的协作学习需要进一步加强,同时,师生与生生互动是混合协作学习的重要方面。最后提出改善混合协作学习的若干建议。


关键词:混合学习;协作学习;学习体验;影响因素



DOI:10.19850/j.cnki.2096-4706.2023.07.049


基金项目:江西省教育科学规划课题(高校系列)一般项目(20YB196)


中图分类号:TP39;G642.0                                  文献标识码:A                                文章编号:2096-4706(2023)07-0190-05


Research on the Factors Influencing Learning Experience under Blended Collaborative Learning Mode

WU Xingsu

(School of Mathematics & Computer Science, Shangrao Normal University, Shangrao 334001, China)

Abstract: Based on students' learning experience, a model of influencing factors of students' experience based on blended collaborative learning model was designed by using the Fan-Ya Superstar online teaching platform. Firstly,this study identified the influencing 7 factors of blended collaborative learning experience through expert interviews and questionnaire survey. These are teaching ability, learning motivation, course activity design, resource characteristics, course task, teacher-student interaction, peer interaction and collaboration. Then put forward the relevant hypothesis model, and then carry on the empirical analysis and statistical verification. The results show that teachers' teaching ability is the key factor influencing students' experience in the process of blended collaborative learning, and the collaborative learning between students needs to be further strengthened. Meanwhile, the interaction between teachers and students is an important aspect of blended collaborative learning. Finally, some reasonable suggestions are put forward to improve blended collaborative learning.

Keywords: blended learning; collaborative learning; learning experience; influencing factor


参考文献:

[1] 李克东,赵建华 . 混合学习的原理与应用模式 [J]. 电化教育研究,2004(7):1-6.

[2] 王佳利,李斌峰 . 基于网络教学平台校本混合课程教学效果的实证研究 [J]. 电化教育研究,2016,37(3):101-107.

[3] 陈纯槿,王红 . 混合学习与网上学习对学生学习效果的影响——47 个实验和准实验的元分析 [J]. 开放教育研究,2013,19(2):69-78.

[4] 赵涓涓,孙桓武,强彦,等 . 基于 MOOP 的 Python 语言模式改革与创新 [J]. 计算机教育,2021,303(1):31-35.

[5] PUTRI K Y S,ABDULLAH Z B,NUGRAHAENI E,et al. Learning Management Strategy of Communication Studies through Blended Learning in Higher Education [J].International Journal of Interactive Mobile Technologies (iJIM),2020,14(16):117-132.

[6] 韩春霞 . 基于产学合作平台的线上线下融合教学模式应用[J]. 计算机教育,2021,313(1):57-61.

[7] KAREN H,LINDA J K,AUDREY G.A blended learning approach to teaching CVAD care and maintenance [J].British Journal of Nursing,2017,26(2):S4-S12.

[8] LWOGA E T. Critical success factors for adoption of web-based learning management systems in Tanzania [J].The International Journal of Education and Development using Information and Communication Technology,2014,10(1):4-21.

[9] HILLIARD A T. Global Blended Learning Practices for Teaching and Learning, Leadership and Professional Development [J].Journal of International Education Research,2015,11(3):179-188.

[10] MEDINA L C. Blended learning: Deficits and prospects in higher education [J].Australasian Journal of Educational Technology, 2018,34(1):42-56.

[11] LITTENBERG-TOBIAS J,REICH J. Evaluating access, quality, and equity in online learning: A case study of a MOOCbased blended professional degree program [J/OL].The Internet and Higher Education,2020,47:[2022-11-26].https://doi.org/10.1016/j.iheduc.2020.100759.

[12] Kintu M J,ZHU C,Kagambe E. Blended learning effectiveness: the relationship between student characteristics, design features and outcomes [J].International Journal of Educational Technology in Higher Education,2017,14(1):1-20.

[13] 何克抗 . 从 Blending Learning 看教育技术理论的新发展(上) [J]. 电化教育研究,2004(3):1-6.

[14] 魏晓会,郑小军 . 国内混合学习的研究现状分析——基于 2006 ~ 2015 年 CNKI 期刊论文 [J]. 中国教育信息化,2016(17):75-78.

[15] 江毓君,白雪梅,伍文臣,等 . 在线学习体验影响因素结构关系探析 [J]. 现代远距离教育,2019(1):27-36.

[16] 陈武元,曹荭蕾 .“双一流”高校在线教学的实施现状与思考 [J]. 教育科学,2020,36(2):24-30.

[17] 汪卫平,李文 . 中国大学生在线学习体验的区域差异及影响因素——基于国内 334 所高校调查数据的分析 [J]. 开放教育研究,2020,26(6):89-96.

[18] KINTU M J,ZHU C,KAGAMBE E. Blended learning effectiveness: the relationship between student characteristics, design features and outcomes [J].International Journal of Educational Technology in Higher Education,2017,14(1):1-20.

[19] RAFIOLA R H,SETYOSARI P,RADJAH C L,et al. The Effect of Learning Motivation, Self-Efficacy, and Blended Learning on Students' Achievement in The Industrial Revolution 4.0 [EB/OL].[2022-11-29].https://www.xueshufan.com/publication/3018795810.

[20] MÜLLER F A,WULF T. Blended learning environments that work: An evidence-based instructional design for the delivery of qualitative management modules [J].The International Journal of Management Education,2021,19(3):1-9.

[21] BOWER M,KENNEY J,DALGARNO B,et al. Patterns and principles for blended synchronous learning: Engaging remote and face-to-face learners in rich-media real-time collaborative activities [J]. Australasian Journal of Educational Technology,2014,30(3): 261-272.

[22] RAZAK N A,AHMAD F,SHAH P M. Perceived and Preferred Teaching Styles (Methods) of English for Specific Purposes (ESP) Students [EB/OL].[2022-11-19].https://www.oalib.com/ paper/2782957. 

[23] KIM J,KWON Y,CHO D. Investigating factors that influence social presence and learning outcomes in distance higher education [J].Computers & Education,2011,57(2):1512-1520.

[24] 刘革平,高楠 . 手势交互虚拟实验对学习体验的影响机制 [J]. 现代远程教育研究,2021,33(2):22-32+72.

[25] 刘斌,张文兰 . 在线课程学习体验的影响因素及其结构研究 [J]. 现代教育技术,2017,27(9):107-113.

[26] 张文兰,李莎莎 . 在线课程学习体验量表的开发与检验[J]. 现代教育技术,2021,31(2):65-72.

[27] 徐琤,陈庚,郑勤华 . 英国开放大学课程学习的启示与思考——《学术英语》课程的学习体验 [J]. 中国远程教育,2014(7):24-30+44.

[28] LISETSKYI K A. Blended Learning Model in the System Higher Education [J].Advanced Education,2015(4):32-35.

[29] SUN J C Y,YU S J,CHAO C H. Effects of intelligent feedback on online learners’ engagement and cognitive load: The case of research ethics education [J]. Educational Psychology,2019,39(20):1293-1310.

[30] UDO G J,BAGCHI K K,KIRS P J. Using SERVQUAL to assess the quality of e-learning experience [J].Computers in Human Behavior,2011,27(3):1272-1283.

[31] 牟智佳 . 基于 Moodle 平台的网络学习动机影响因模型构建与实证研究 [D]. 西安:陕西师范大学,2013.

[32] 李宝 . 混合式协作学习环境下学生学习满意度影响因素模型的构建与实证研究 [D]. 西安:陕西师范大学,2016.

[33] OWSTON R,YORK D N. The nagging question when designing blended courses: Does the proportion of time devoted to online activities matter [J].The Internet and Higher Education,2018,36:22-32.

[34] BAEPLER P,WALKER J D,DRIESSEN M. It's not about seat time: Blending, flipping, and efficiency in active learning classrooms [J].Computers & Education,2014,78:227-236.


作者简介:伍行素(1976—),男,汉族,湖南邵阳人,副教授,硕士研究生,主要研究方向:教育信息化与数字化学习。