混合式教学环境下学习投入与学习效果模型构建
On the construction of a model of learning input and learning effectiveness in a blended teaching environment
陈艳华 1张凯2
作者信息
- 1. 内江师范学院 人工智能学院,四川 内江 641100
- 2. 内江师范学院 教务处,四川 内江 641100
- 折叠
摘要
基于自我决定理论和学习投入与收获理论,针对混合式教学环境下的现代教育技术课程,构建了一个学习效果模型,并通过SPSSAU对模型进行了检验和修订.研究结果显示混合式教学、主动学习动机、技术接受度等因素对学习投入有积极影响,而学习投入对学习效果和满意度有显著正向影响.另外,控制性学习动机对学习投入产生了负面影响.因此建议在混合式教学环境下,更多地关注师范生的自主性学习动机,以促进师范生更好地融入这种教学模式中,并增大学习投入,从而有效地提升师范生现代教育技术课程的学习效果.
Abstract
Based on the self-determination theory and the theory of learnig input and harvest,a learning effects model was developed for modern educational technology courses in a hybrid teaching environment,which was then examined and re-vised using SPSSAU.The research results showed that factors such as hybrid teaching,active learning motives,and technolo-gy acceptance exert a positive impact on learning engagement,while learning engagement has a significantly positive impact on learning performance and learning satisfaction.Additionally,controlled learning motives have a negative impact on learning en-gagement.Therefore,it is recommended that greater attention be directed to teacher candidates'autonomous learning motives in the hybrid teaching environment,thus to promote their integration into this teaching model and enhance learning engage-ment,thereby effectively improving the learning performance of teacher candidates in modern educational technology courses.
关键词
自我决定理论/学习投入/学习效果/学习满意度Key words
self-determination theory/learning input/learning effectiveness/learning satisfaction引用本文复制引用
基金项目
四川省教育厅2021-2023年四川省高等教育人才培养质量和教学改革重点项目(JG2021-1261)
出版年
2024
NETL
NSTL
万方数据