[1]李 宝,张文兰,张思琦,等.混合式学习中学习满意度影响因素的模型研究[J].远程教育杂志,2016,(01):069-75.[doi:10.15881/j.cnki.cn33-1304/g4.2016.01.008]
 Li Bao,Zhang WenLan,Zhao Shu.Research on Influence Factors Model of Learning satisfaction in the Blended Learning Environment[J].Distance Education Journal,2016,(01):069-75.[doi:10.15881/j.cnki.cn33-1304/g4.2016.01.008]
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混合式学习中学习满意度影响因素的模型研究()
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《远程教育杂志》[ISSN:1006-6977/CN:61-1281/TN]

卷:
期数:
2016年01期
页码:
069-75
栏目:
学习新论
出版日期:
2016-01-15

文章信息/Info

Title:
Research on Influence Factors Model of Learning satisfaction in the Blended Learning Environment
作者:
李 宝; 张文兰; 张思琦; 赵 姝
1. 陕西师范大学 教育学院; 2. 陕西师范大学 远程教育学院,陕西西安 710062
Author(s):
Li Bao; Zhang WenLan; Zhao Shu
1.School of Education, ShaanXi Normal University, Xi’an; 2.School of Distance Education, ShaanXi Normal University, Xi’an ShanXi 710062
关键词:
混合式学习学习满意度影响因素解释结构模型
Keywords:
Blended learning Learning satisfaction Influence factors Interpretative structural model
分类号:
G420
DOI:
10.15881/j.cnki.cn33-1304/g4.2016.01.008
文献标志码:
A
摘要:
结合文献梳理和访谈调查的结果,确定了混合式学习环境下学习满意度影响因素的18个变量,并采用访谈了该领域高校专家关于各因素变量之间关系。在此基础上,采用解释结构模型的方法,将专家访谈各因素之间关系的结果转化为各因素之间逻辑关系,进而构建混合式学习环境下学生学习满意度影响因素的层级模型。研究发现学习动机、学习氛围、交互行为是影响学习满意度最直接的因素,学习风格、主讲教师、课程助教、平台功能设计、学生学习背景是最根本的因素,其它变量作为中间层级因素发挥作用。最后尝试从学习者、教师以及课程角度提出改善学生学习满意度的策略,以期对于后续的研究提供参考与指导。
Abstract:
According to the results of literature review and interviews, the 18 variables affecting learning satisfaction in the blended learning environment are determined. Besides, some university experts in this field are interviewed to discuss about the relationship between 18 variables with the Delphi survey. Then, with the interpretative structural modeling method, after the logical relationship between 18 variables are analyzed, a hierarchical model of influence factors of students’ learning satisfaction in blended learning environment is constructed. Finally, the strategies of improving students’ learning satisfaction from the perspectives of learners, teachers and courses are put forward, so as to provide reference and guidance on the following researches on teaching and learning in blended learning environment.

相似文献/References:

[1]茅育青 杨小洪.基于混合式学习的教学行为链构建[J].远程教育杂志,2015,(02):038.[doi:10.15881/j.cnki.cn33-1304/g4.2015.02.006]
 Mao Yuqing & Yang Xiaohong.Teaching behavior Blended learning The model of learning Behavior chains of Teaching and Learning[J].Distance Education Journal,2015,(01):038.[doi:10.15881/j.cnki.cn33-1304/g4.2015.02.006]
[2]石小岑.美国K-12混合式学习模式变革的多元化路径[J].远程教育杂志,2016,(01):053.[doi:10.15881/j.cnki.cn33-1304/g4.2016.01.006]
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[3]王 靖,陈卫东.具身认知视角下的混合式学习本质再审视[J].远程教育杂志,2016,(05):068.[doi:10.15881/j.cnki.cn33-1304/g4.2016.05.007]
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[4]冯晓英,王瑞雪,吴怡君.国内外混合式教学研究现状述评——基于混合式教学的分析框架[J].远程教育杂志,2018,(03):013.[doi:10.15881/j.cnki.cn33-1304/g4.2018.03.002]
 Feng Xiaoying,Wang Ruixue,Wu Yijun.A Literature Review on Blended Learning:Based on Analytical Framework of Blended Learning[J].Distance Education Journal,2018,(01):013.[doi:10.15881/j.cnki.cn33-1304/g4.2018.03.002]

备注/Memo

备注/Memo:
基金项目:本文系“陕西师范大学信息化示范课程——《信息技术与课程整合》课程”项目和陕西师范大学教师教育研究项目(JSJY2015J015)、微课教学改革专题研究项目的阶段性研究成果。
更新日期/Last Update: 2016-01-15