A Study on Double-Cycle Split Classroom Teaching Model Based on Constructive Feedback
With the advancement of digital transformation of education,blended learning is favored by college classrooms for its ability to combine the advantages of online and offline teaching,provide a more flexible and diverse learning experience,and adapt to the needs of digital transformation.However,for general education courses or major compulsory courses with a large number of students,the lack of teacher-student and student-student interactions,the low sense of social presence of students,and the poor learning effect are prone to occur in large-class online teaching.Therefore,this research proposes a double-cycle split classroom teaching model based on constructive feedback,with the core concept of completing two rounds of mutually iterative cycles guided by learning scaffolds under the support of ubiquitous learning environments and informational tools,namely,the student-centered cycle and teacher-student generative cycle,and finally both serve for the consistent design of teaching assessment based on constructive feedback.A 16-week teaching experiment is conducted among 165 sophomores attending the compulsory university-wide public course"Modern Educational Technology"from X university in South China.The results show that the teaching model has a positive effect on improving students'sense of social presence,motivation and academic performance,and can provide a reference for blended learning in the context of digital transformation of education.
Constructive feedbackDouble-cycle split classroomBlended learningTeaching model
NETL
NSTL
万方数据
维普
