学生特征的相互作用多维参与和影响因素在在线计算机科学教育的因素
Wuwen Zhang1, Yurong Guan2, Zhihua Hu3
1College of Education, Huanggang Normal University, Huanggang, 438000, China.
Scientific reports
|February 26, 2025
概括
学生参与在线计算机科学教育与学习持续时间有积极联系. 动机,态度和教师/同行互动显著影响参与,指导改善数字学习体验的策略.
科学领域:
- 教育技术的教育技术
- 计算机科学教育计算机科学教育
- 高等教育教学的教学.
背景情况:
- 数字化转型正在重塑高等教育,特别是计算机科学课程.
- 了解学生参与在线学习环境对于有效的教学至关重要.
- 现有研究强调需要基于证据的战略来加强数字教育.
研究的目的:
- 探索本科计算机科学学生之间的在线学习参与.
- 确定影响学生参与数字学习环境的关键因素.
- 提出可行的战略,以改善在线计算机科学教育.
主要方法:
- 该研究使用了问卷调查来收集关于学生特征,参与度和影响因素的数据.
- 理论框架包括TPACK模型和学习理论 (行为学,参与,定位认知).
- 使用SPSS 25.0.0进行了统计分析 (t-测试,ANOVA,皮尔森相关性).
主要成果:
- 在线学习的持续时间和学生的整体参与度之间发现了积极的相关性.
- 主观的意图,态度和动机被确定为参与的关键决定因素.
- 导师和同行互动,教学方法和反显著影响了情感参与.
结论:
- 在线学习的持续时间和学生的动力是参与计算机科学的关键驱动力.
- 促进有意义的在线互动和提供强有力的支持对于有效的数字教育至关重要.
- 建议侧重于增强自我激励,在线协作,技术支持和评估.
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