混合学习中大学生教学情境感知对深度学习的影响研究
Blended learning has become the mainstream of college teaching reform, but it still faces the problem of improving the quality of learning. Based on the course design and empirical research of a blended college English learning, this study explored into the effects on deep learning of college studen...
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| Veröffentlicht in: | 中国电化教育 2019-09 (9), p.121-127 |
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| creator | 李利(Li Li) 顾卫星(Gu Weixing) 叶建敏(Ye Jianmin) 杨帆(Yang Fan) |
| description | Blended learning has become the mainstream of college teaching reform, but it still faces the problem of improving the quality of learning. Based on the course design and empirical research of a blended college English learning, this study explored into the effects on deep learning of college students’ perception of blended teaching situation, finding that the five aspects of students’ perception of effective teaching, interaction and feedback, autonomous learning, cognitive engagement, and emotional experience had a significant and positive impact on their deep learning, of which, effective teaching was the most important factor; autonomous learning, interaction and feedback played an important intermediary role; cognitive engagement and emotional experience needed to be strengthened by the improvement of online learning activity design |
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| ispartof | 中国电化教育, 2019-09 (9), p.121-127 |
| issn | 1006-9860 |
| language | chi |
| recordid | cdi_wanfang_journals_zgdhjy201909017 |
| source | 国家哲学社会科学学术期刊数据库 (National Social Sciences Database) |
| title | 混合学习中大学生教学情境感知对深度学习的影响研究 |
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