基于MOOCs的混合式学习适应性影响因素研究——以Y高校的实践为例

发布时间：2019-08-24 08:52

【摘要】：在开展基于MOOCs的混合式教学实践中,为了探讨学生的学习适应性及影响因素之间的关系,该文通过理论构建包含自主学习、学习态度、教师教学、教学管理、学习支持、学习平台、学习环境、课程设置八个因素的基于MOOCs的混合式学习适应性影响因素关系假设模型,并开发对应的学习适应性量表,使用因果比较、相关、回归和路径分析研究方法对学习适应性及影响因素进行深入研究,主要的研究结论为:学生学习适应性总体处于中上水平,能适应基于MOOCs的混合式学习。不同性别的学生学习适应性存在显著性差异,男生的学习适应性总体上要好于女生,不同年龄、年级、网龄的学生学习适应性没有显著性差异。学习平台、课程设置对学习适应有非常显著的正面影响,学习态度、自主学习、教师教学、学习环境、学习支持对学习适应有一般正面影响,教学管理对学习适应没有正面影响,初步揭示了影响学习适应性的因素。根据上述结论分别提出相应的策略,有望提高基于MOOCs的混合式学习的效果。
[Abstract]:In the practice of mixed teaching based on MOOCs, in order to explore the relationship between students' learning adaptability and influencing factors, this paper constructs the relationship hypothesis model of mixed learning adaptability influencing factors based on MOOCs, which includes eight factors: autonomous learning, learning attitude, teacher teaching, teaching management, learning support, learning platform, learning environment and curriculum, and develops the corresponding learning adaptability scale. Causality comparison, correlation, regression and path analysis are used to study the learning adaptability and its influencing factors. The main conclusions are as follows: students' learning adaptability is generally in the middle and upper level, and can adapt to the mixed learning based on MOOCs. There are significant differences in learning adaptability of students of different genders. On the whole, the learning adaptability of boys is better than that of girls. There is no significant difference in learning adaptability of students of different ages, grades and online ages. Learning platform and curriculum have a very significant positive impact on learning adaptation. Learning attitude, autonomous learning, teacher teaching, learning environment, learning support have a general positive impact on learning adaptation, teaching management has no positive impact on learning adaptation, which preliminarily reveals the factors that affect learning adaptability. According to the above conclusions, the corresponding strategies are put forward, which is expected to improve the effect of hybrid learning based on MOOCs.
【作者单位】：云南大学信息技术中心;云南中医学院现代教育技术中心;
【基金】：2016年度云南省哲学社会科学教育科学规划项目“基于MOOC的混合式学习适应性影响因素研究”(项目编号:AD16008) 2015年度云南大学人文社科青年研究基金项目“基于混合式共享课的学习支持服务研究”(项目编号:15YNUHS019)的研究成果
【分类号】：G434

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