主动学习、技术与学生连通：中国高等教育中技术支持的主动学习课堂研究

发布时间：2021-11-09 08:39

　　Dwyer等人（2004）开发的课堂连接氛围量表促进了高校学生间连通之研究。学生与学生之间的连通是伴随着主动学习过程产生的,它是一种人际交往和反映同伴之间归属感、凝聚力与支持性等行为的社会心理结果。为了通过营造积极的课堂氛围来改善人才培养,早期的研究强调面对面学习环境中学生与学生之间的连通。然而,很少有研究对诸如技术支持的主动学习课堂（active learning classroom,简称ALC）这样的技术环境中的学生连通进行分析。本论文基于两个系统的现有综述研究,一个是关于ALC的研究,另一个是关于学生连通的研究,证实了两个关键假设:（1）研究整体表明,ALC可以提升学生的学习效果,且这种效果要远远超过传统面对面教室的课堂教学效果;（2）尚未有研究检测过个性化ALC环境中学生与学生之间的连通。因此,本论文旨在通过对ALC云课堂和物理课堂两种环境中的教学进行实证分析,为ACL环境中的学生连通提供一个全面概述。其中,针对ALC之云课堂教学的研究问题是:（1）中国高校学生与学生之间的连通在多大程度上影响大学生的云课堂接受度?（2）在云课堂中,哪些关键的技术因素可以用来提高大学生之间的连通... 

【文章来源】：华中师范大学湖北省 211工程院校 教育部直属院校

【文章页数】：142 页

【学位级别】：博士

【文章目录】：
摘要
ABSTRACT
CHAPTER 1: Introduction
    Organization of the Dissertation
    Definition and Abbreviation of Terms
CHAPTER 2: Literature Review
    1. Conceptual and Theoretical Background of Active Learning
        1.1 Overview
        1.2 Major Principles
            1.2.1 Student-centeredness
            1.2.2 Constructivism
        1.3 Common Instructional Elements
            1.3.1 Questioning and Discussion
            1.3.2 Collaborative Learning
            1.3.3 Cooperative Learning
            1.3.4 Problem-based Learning
            1.3.5 Blended Learning
            1.3.6 Summary
        1.4 Activity Theory
        1.5 Activity Theory and the Post-Secondary Classroom in China
            1.5.1 Subjects and Objects
            1.5.2 Mediating Artifacts
            1.5.3 Rules
            1.5.4 Community
            1.5.5 Division of Labor
    2. Systematic Review of Technology Enabled ALCs
        2.1 Overview
        2.2 Methodology
            2.2.1 Step 1: Identifying Major Contributions
            2.2.2 Step 2: Tracing Research Chronologically Backward
            2.2.3 Step 3: Expanding the Search Forward
        2.3 Synthesizing the Results
            2.3.1 Documentation of the Data based on Activity Theory
            2.3.2 Learning Outcomes in Comparative Settings
            2.3.3 Highlighting Calls for Research
    3. Systematic Review of Student-to-student Connectedness Research
        3.1 Overview
        3.2 Methodology
            3.2.1 Developing the Research Questions
            3.2.2 Identifying and Refining a Selection of Research
            3.2.3 Describing the Documentation of Data
        3.3 Synthesizing the Results
            3.3.1 Overview of Reported Scores
            3.3.2 Influence toward Student Learning
            3.3.3 Influence toward Communication and Behavior
            3.3.4 Influence toward Demographic Variables
            3.3.5 Future Trajectories of Research
CHAPTER 3:Out-of-class Cloud Classroom Component of the ALC
    3.1 Background
    3.2 Synthesized Research Framework and Hypotheses
        3.2.1 Overview
        3.2.2 Key Technological Factors Influencing Online Behavior
        3.2.3 Unified Theory of Acceptance and Use of Technology
    3.3 Study A
        3.3.1 Participants and Setting
        3.3.2 Instrumentation
        3.3.3 Data Collection and Analysis Procedure
        3.3.4 Results
        3.3.5 Discussion
    3.4 Study B
        3.4.1 Participants and Setting
        3.4.2 Instrumentation
        3.4.3 Data Collection and Analysis Procedure
        3.4.4 Results
        3.4.5 Discussion
CHAPTER 4: In-class Physical Classroom Component of the ALC
    4.1 Background
    4.2 Conceptual Framework
    4.3 Proposed Research Model and Hypotheses
    4.4 Methodology
        4.4.1 Participants
        4.4.2 Instrumentation
        4.4.3 Data Collection and Analysis Procedures
    4.5 Results
        4.5.1 Descriptive Statistics, Validity, and Reliability
        4.5.2 Correlational Analysis
    4.6 Discussion
CHAPTER 5: Conclusion
REFERENCES
APPENDIX A
WORKING LIFE
PUBLICATIONS
Acknowledgements



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