翻转课堂学习者满意度的影响因素及其作用机理研究

发布时间：2017-12-28 03:07

  本文关键词：翻转课堂学习者满意度的影响因素及其作用机理研究　出处：《中国科学技术大学》2016年博士论文　论文类型：学位论文

  更多相关文章： 翻转课堂满意度 学习者预期 个性化学习氛围 先前学习经验 学习者主动性

【摘要】：随着教育信息化的不断推进和教育改革的不断深化,国内外开始探索翻转课堂模式作为满足个性化学习、提升教育质量的重要手段。当前,国内外有很多高校院所和教育机构投资并发展翻转课堂项目,并致力于学生测验成绩和(或)学习态度的对比性评价。研究结果表明现有的关于翻转课堂成效的研究仍存在较大差异和分歧,国内外尚缺乏实证研究来探索FCM评估影响机理及其理论模型。学习者满意度是衡量FCM绩效评估的核心指标。因此,如何有效地提高学习者满意度,提升翻转课堂的教学效果,将是摆在教育实践者和研究者面前的一大挑战。本研究选择安徽建筑大学、合肥师范学院、安徽大学、合肥工业大学10级和11级178名本科学生为研究对象,并基于腾讯Discuz平台搭建了大学英语翻转课堂线上教学平台,该平台功能包括在线课堂、在线评估、即时交谈等交互功能,实验班使用《新视野大学英语》教程,实验周期为两个学期共32周。研究采取纵向问卷调查的方法,先收集了学习者先前经验和人口统计变量,经过一年的翻转课堂教学实践以后,本研究项目组设计并发放了满意度问卷,最终得到有效问卷146份。项目组对收集数据先利用SPSS18.0分析软件做进行信效度判断,再使用结构方程模型软件SMARTPLS和AMOS做路径分析。本研究主要包括三个子研究,第一个子研究是基于美国客户满意度模型(ACSI)构建翻转课堂学习者满意度模型。ACSI早期主要用于商业服务和产品使用的满意度评价,然而越来越多的学者认为教育更应被定义为一种服务而并非简单的知识输出模式,因此ACSI应用到高等教育领域的研究已渐成潮流,并成为教育质量评价和监督的重要参考标准。本研究继承了ACSI模型的一些核心概念和架构,并根据考虑到翻转课堂包括了网络课堂、交互平台等技术层面内容,因此本研究将技术接受模型的核心变量整合到理论模型中。结构方程结果表明,学习者预期对学习者满意度有直接的正向影响：感知价值在感知质量与学习者满意度之间起到完全中介作用。第二个子研究是基于体验式学习理论去探索个性化学习环境和学习者先前学习经验对学习者满意度的影响机理。翻转课堂核心理念在于促进学习者积极地参与到教学活动中,因而翻转课堂理念较为完美地契合了体验式学习理论的相关内容。研究发现,在翻转课堂中学生的先前学习经验和个性化的学习氛围都是预测学生对翻转课堂认知的重要前因。另外,个性化的学习氛围不能直接预测学生的感知价值,感知质量在个性化的学习氛围和感知价值中充当完全中介作用。第三个子研究是探索了学习者主动性对翻转课堂学习者满意度的影响。翻转课堂教学模式不同于传统模式的重要一点体现在突出学习者的主体地位,发挥学生的主动性以及积极的参与度,而非被动的接受信息。正是由于翻转课堂这种注重学生参与和体验的特性,当研究如何提升翻转课堂学习者满意度时,需要充分考虑到学习者的个人特征在翻转课堂设计的因素。因此,从学习者个人特质的视角出发,探索影响翻转课堂学习者满意度的影响因素及其影响机理机理,显得十分必要。结论表明,学习者主动性正向调节感知质量与感知价值的关系,当学习者主动性越高时,感知质量与感知价值之间的正向关系越强。但是,学习者主动性在感知价值与学习者满意度之间的调节作用不成立。研究结论的理论意义主要包括：第一,拓展了美国客户满意度模型在翻转课堂的相关理论研究,本研究将满意度理论与技术接受模型结合,并将之应用于翻转课堂情境下,构建出学习者满意度模型,从教育服务的视角拓展了顾客满意度理论的理解。第二,丰富和拓展了体验式学习理论的相关研究,本研究将体验式学习理论应用于翻转课堂,探索了学习者先前经验和个性化性学习氛围对于学习者满意度的影响的机理。第三,探索了学习者主动性在翻转课堂模式下的相关研究,在翻转课堂的情景下引入主动性的概念,并研究了学习者个人特质对于翻转课堂学习者满意度的影响机理。研究结论为翻转课堂教育实践者提供了以下启发。首先,基于美国客户满意度模型及先前的研究,本研究认为教育理念应该更多地从简单知识传递的角度转移向服务的角度。这就要求教学研究者要充分营造好学习者憧憬的教学氛围,来提高学习者的预期。其次,充分在翻转课堂过程中调整高效的学习策略,提高学习者的感知价值。研究发现感知价值在满意度模型中充当完全中介,因而翻转学习中可以使用视频标签、虚拟机器人答疑等一些能够提高学习效率的智能工具。最后,翻转课堂设计时要充分考虑学习者特点。先前学习经验和个性化学习氛围都是影响学习者满意度关键要素。因此,在演示翻转课堂时,教师应该考虑学习者的个人特点。比如,教师可以根据学生的学习习惯、人格特质、学习偏好等采用不同翻转课堂模式,提高学习者的主动性和参与感,例如鼓励学习者更加积极的进行沟通与交流,增强其学习主动性。
[Abstract]:With the continuous development of educational informatization and the deepening of educational reform, the flipped classroom mode has been explored at home and abroad as an important way to satisfy personalized learning and improve the quality of education. At present, many colleges and universities and educational institutions at home and abroad invest and develop flipped classroom projects, and are committed to a comparative evaluation of students' test scores and / or learning attitudes. The research results show that there are still great differences and differences in the existing research on the effectiveness of flipped classroom. At home and abroad, there is still no empirical research to explore the impact mechanism and theoretical model of FCM evaluation. Learner satisfaction is the core indicator of FCM performance evaluation. Therefore, how to effectively improve the satisfaction of the learners and improve the effect of the teaching in the flipped classroom will be a great challenge for the practitioners and researchers. This research chooses Anhui Architecture University, Hefei normal college, Anhui University, HeFei University of Technology 10 grade and 11 grade 178 students as the research object, and based on the Discuz Tencent to build a platform for College English classroom teaching on the flip platform, the platform features include online classroom, online assessment, instant messaging and other interactive features, the experimental class using the "New Horizon College English" course, the experiment lasted for two semesters of 32 weeks. The longitudinal questionnaire survey method was adopted. First, the learner's prior experience and demographic variables were collected. After a year's flipped classroom teaching practice, the project team designed and released the satisfaction questionnaire, and finally got 146 valid questionnaires. The project group used the SPSS18.0 analysis software to judge the reliability and validity first, and then use the structural equation model software SMARTPLS and AMOS to do the path analysis. This study mainly consists of three sub studies. The first sub study is based on the American customer satisfaction model (ACSI) to build a turnover of learner satisfaction model. ACSI is mainly used for the early evaluation of commercial services and products with satisfaction, however, more and more scholars believe that education should be defined as a service rather than a simple knowledge output mode, research in the field of higher education has gradually become the trend of the application of ACSI to teach, and become an important reference standard of education quality evaluation and supervision. This research inherits some core concepts and structures of ACSI model. Considering the flipped classroom including online class and interaction platform, the core variables of the technology acceptance model are integrated into the theoretical model. Structural equation analysis shows that learners' expectation has a direct positive effect on learners' satisfaction: perceived value plays a complete mediating role between perceived quality and learners' satisfaction. The second sub study is based on experiential learning theory to explore the influence mechanism of individual learning environment and learners' previous learning experience on learners' satisfaction. The core idea of flipped classroom is to promote learners' active participation in teaching activities, so flipped classroom idea perfectly fits the related content of experiential learning theory. It is found that the previous learning experience and the individualized learning atmosphere in the overturned class are the important predictor of the students' understanding of the flipped class. In addition, personalized learning atmosphere can not directly predict students' perceived value, and perceived quality plays a complete mediating role in personalized learning atmosphere and perceived value. The third study was to explore the influence of learner initiative on the satisfaction of flipped class learners. The important point of flipped classroom teaching mode, which is different from the traditional mode, is to highlight learners' main body status, to play the initiative and active participation of students, rather than to passively accept information. Because of the characteristics of flipped classroom, which focuses on student participation and experience, when studying how to improve learner satisfaction in flipped classroom, we need to take full account of learners' personal characteristics in flip classroom design. Therefore, from the perspective of learners' personal characteristics, it is very necessary to explore the influencing factors and the influencing mechanism of flipped classroom learners' satisfaction. The conclusion shows that learners' initiative positively regulates the relationship between perceived quality and perceived value. When the learner's initiative is higher, the positive relationship between perceived quality and perceived value is stronger. However, the moderating role of learner initiative in perceived value and learner satisfaction is not true. The theoretical conclusions of the study include: first, expand the customer satisfaction model in the relevant theoretical research of flipping the classroom, the satisfaction theory and technology acceptance model, and apply it to flip the classroom context, construct learner satisfaction model, from the perspective of educational services to expand the customer satisfaction theory understand. Second, enrich and expand the related research of experiential learning theory. This study applies experiential learning theory to flipped classroom, and explores the mechanism of learner's prior experience and personalized learning atmosphere's influence on learners' satisfaction. Third, we explored the related research of learner initiative in the flipped classroom mode, introduced the concept of initiative in the context of flipped classroom, and studied the influence mechanism of learners' personal characteristics on learner satisfaction in flipped classroom. The conclusions provide the following inspiration for the practitioners in the overturning class. First of all, based on the American customer satisfaction model and previous studies, this study holds that educational ideas should be shifted from a simple knowledge transfer perspective to a service perspective. This requires the teaching researchers to create a good atmosphere in which the learners look forward to improving the expectations of the learners. Secondly, we should adjust the efficient learning strategy to improve the learners' perceived value in the process of overturning the classroom. Research finds that perceived value is in the degree of satisfaction
【学位授予单位】：中国科学技术大学
【学位级别】：博士
【学位授予年份】：2016
【分类号】：G434
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本文编号：1344305