混合类的学习:非任务活动的作用
Carli Ochs1, Caroline Gahrmann2, Andreas Sonderegger3,4
1Department of Psychology, Georgetown University, Washington, D.C., USA.
Scientific reports
|January 18, 2024
概括
在线加入混合课程的学生参与更多的非任务活动,导致学习成绩降低. 这项研究强调了数字分心对混合学习环境中学业成功的影响.
科学领域:
- 教育教育教育教育教育教育.
- 心理学 心理学 心理学
- 人与计算机的交互
背景情况:
- 混合教学模式提供灵活性,但可能会增加学生的分心能力.
- 混合环境中的在线学生被假设参与更多的非任务行为.
- 任务之外的活动可能会对学习表现产生负面影响.
研究的目的:
- 调查混合教学模式与学生参与课外活动之间的关系.
- 检查在线参与与学习成绩之间的联系中,非任务活动的调解作用.
- 在混合类中比较在线和现场学生之间的学习表现.
主要方法:
- 这是一项准实验性的实地研究,涉及6个混合类的690名学生.
- 通过对数字和非数字职业活动的调查收集数据.
- 通过对课程材料进行测试来评估学习成绩.
主要成果:
- 在线学生报告说,与现场学生相比,在课外活动上花费的时间明显多.
- 增加在线课外活动的时间与在线学生的学习成绩降低有关.
- 这些发现支持这样一个假设:在线参与通过增加非任务参与,对学习产生负面影响.
结论:
- 混合学习环境需要策略来减轻在线学生的数字分心.
- 减少非任务数字行为对于改善在线和混合环境中的学习成果至关重要.
- 进一步的研究应该探索干预措施,以提高学生在线学习环境中的关注度.
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