在基于SPOC的混合学习环境中,影响中国EFL学生继续学习意图的因素
Liping Jiang1,2, Xiaodong Liang3
1School of Foreign Languages & International Business, Guangdong Mechanical and Electrical Polytechnic, Guangzhou City, China.
Education and information technologies
|June 26, 2023
概括
本研究探讨了影响英语作为外语 (EFL) 学生在混合学习环境中使用小型私人在线课程 (SPOC) 继续学习的因素. 调查结果为促进学生参与和坚持数字教育环境的策略提供了信息.
科学领域:
- 教育技术的教育技术
- 外国语言教育 外国语言教育
- 高等教育教学的教学.
背景情况:
- 由于COVID-19的流行,在高等教育中加速采用混合学习模式,利用小型私人在线课程 (SPOC).
- 基于SPOC的混合学习环境中的英语外语 (EFL) 学生经常经历低参与度和持续学习意图的斗争.
- 了解持续学习意图的驱动因素对于优化数字教育策略至关重要.
研究的目的:
- 调查影响EFL学生在基于SPOC的混合学习环境中继续留学的意图的因素.
- 开发一个理论模型和一个系统框架,以加强EFL学生在线和线下学习环境的持续参与.
主要方法:
- 采用了基于理论的方法,从三个高等职业学院招募了48名EFL学生.
- 通过深度访谈和重点小组访谈收集了定性数据.
- 在采访成绩单上使用NVivo软件进行了三重编码分析 (开放,轴,选择性).
主要成果:
- 提出了一个理论模型,确定前影响因素,外部情境因素和持续意图作为影响EFL学生学习持久性的关键组成部分.
- 建立了一个系统的框架,概述了利益相关者的反应,以改善EFL学生在SPOC混合环境中的持续学习意图.
结论:
- 该研究提供了对影响EFL学生持续参与基于SPOC的混合学习的多方面的因素的基本理解.
- 开发的模型和框架为教育工作者和机构提供了实际指导,旨在加强学生参与和坚持在数字学习环境中.
- 这项研究作为未来关于EFL学生在全球混合环境中的学习意图研究的参考.
关键词:
持续学习的意图是持续学习的意图.在EFL学生EFL学生.英语学习动机 英语学习动机一个有根据的理论.SPOCOC SPOC SPOC SPOC SPOC SPOC SPOC SPOC SPOC SPOC SPOC SPOC SPOC SPOC SPOC SPOC SPOC SPOC SPOC SPOC SPOC SPOC SPOC SPOC SPOC SPOC SPOC SPOC SPOC SPOC SPOC SPOC SPOC SPOC SPOC SPOC SPOC SPOC SPOC SPOC SPOC SPOC SPOC SPOC SPOC SPOC SPOC自我有效性的自我效能.更多相关视频
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