本文選題：在線開放課程　切入點(diǎn)：混合式學(xué)習(xí)　出處：《中國(guó)農(nóng)業(yè)大學(xué)》2017年博士論文　論文類型：學(xué)位論文

【摘要】：教育的目的是促進(jìn)人的全面發(fā)展。在互聯(lián)網(wǎng)和信息技術(shù)迅猛發(fā)展的今天,教育信息化是所有教育工作者必須面對(duì)的問(wèn)題。如何充分利用信息技術(shù)的優(yōu)勢(shì),改進(jìn)人類的學(xué)習(xí)方式和教育模式,從而適應(yīng)互聯(lián)網(wǎng)時(shí)代社會(huì)發(fā)展對(duì)人才培養(yǎng)的客觀需求,實(shí)現(xiàn)教育的正真目的,成為當(dāng)下人們關(guān)注的熱點(diǎn)問(wèn)題,這也是新時(shí)期我國(guó)教育教學(xué)改革的關(guān)鍵點(diǎn)和突破點(diǎn)。本文以MOOC背景下的混合式學(xué)習(xí)作為主要研究對(duì)象,在理論綜合、問(wèn)卷調(diào)查和重點(diǎn)訪談的基礎(chǔ)上,研究了混合式學(xué)習(xí)的影響因素、設(shè)計(jì)了混合式學(xué)習(xí)平臺(tái)的構(gòu)建模型、探索了混合式學(xué)習(xí)的實(shí)施路徑,并在實(shí)證分析的基礎(chǔ)上開展了混合式學(xué)習(xí)的效果評(píng)價(jià)工作,以期能為我國(guó)教育信息化的改革與創(chuàng)新提供有益的參考。(1)簡(jiǎn)述了 MOOC的發(fā)展歷程,研究了 MOOC對(duì)高等教育產(chǎn)生的深遠(yuǎn)影響,并在此基礎(chǔ)上分析了混合式學(xué)習(xí)的概念及其內(nèi)涵�；旌鲜綄W(xué)習(xí)是以學(xué)習(xí)者為中心的教育范式,它的理論基礎(chǔ)由多種學(xué)習(xí)理論混合、升華而成,其價(jià)值在于如何在更復(fù)雜的環(huán)境下提供更優(yōu)質(zhì)的解決方案。(2)對(duì)我國(guó)十所普通高校大學(xué)生混合式學(xué)習(xí)的開展情況進(jìn)行了問(wèn)卷調(diào)查與分析。采用統(tǒng)計(jì)分析方法對(duì)7萬(wàn)多個(gè)數(shù)據(jù)進(jìn)行了處理,分析和研究了大學(xué)生對(duì)混合式學(xué)習(xí)的使用頻率、認(rèn)知狀態(tài)、喜好程度以及評(píng)價(jià)建議等,發(fā)現(xiàn)和探究混合式學(xué)習(xí)在實(shí)際使用中存在的問(wèn)題和改進(jìn)方向。(3)采用結(jié)構(gòu)方程模型,研究混合式學(xué)習(xí)學(xué)生接受度的影響因素,建立了混合式學(xué)習(xí)學(xué)生接受度模型,并通過(guò)實(shí)證研究驗(yàn)證感知易用性、感知有用性、學(xué)習(xí)氣氛、交互行為是影響混合式學(xué)習(xí)學(xué)生接受度的重要因素。把學(xué)習(xí)背景作為調(diào)節(jié)變量引入影響因素的研究中,學(xué)習(xí)背景對(duì)感知易用性和學(xué)習(xí)氣氛有明顯調(diào)節(jié)作用,而對(duì)感知有用性和交互行為并沒有顯著調(diào)節(jié)作用。(4)提出了混合式學(xué)習(xí)平臺(tái)的兩種設(shè)計(jì)思路:引入型混合式學(xué)習(xí)平臺(tái)和創(chuàng)新型混合式學(xué)習(xí)平臺(tái)。以中國(guó)農(nóng)業(yè)大學(xué)雨虹學(xué)網(wǎng)為例,展示了創(chuàng)新型混合式學(xué)習(xí)平臺(tái)的構(gòu)建模式和特色功能。在兩種類型不同的平臺(tái)上,分別以《概率論與數(shù)理統(tǒng)計(jì)》和《C++程序設(shè)計(jì)》為例,開展了混合式學(xué)習(xí)教學(xué)實(shí)驗(yàn),并對(duì)教學(xué)過(guò)程中出現(xiàn)問(wèn)題進(jìn)行分析和研究。(5)運(yùn)用德爾菲法和層次分析法為混合式學(xué)習(xí)遴選了評(píng)價(jià)指標(biāo)、確定了指標(biāo)權(quán)重,構(gòu)建了一套實(shí)用、規(guī)范、可行的評(píng)價(jià)體系�；旌鲜綄W(xué)習(xí)效果評(píng)價(jià)指標(biāo)體系包括4項(xiàng)一級(jí)指標(biāo),14項(xiàng)二級(jí)指標(biāo),確定了評(píng)價(jià)指數(shù)標(biāo)準(zhǔn),得出評(píng)價(jià)計(jì)算公式,并以混合式學(xué)習(xí)實(shí)驗(yàn)課程為例開展了學(xué)習(xí)效果評(píng)價(jià),通過(guò)獨(dú)立樣本T檢驗(yàn)和卡方檢驗(yàn),結(jié)果表明:采用混合式學(xué)習(xí)方式的學(xué)生不但學(xué)習(xí)成績(jī)有明顯提高,而且在學(xué)習(xí)能力、學(xué)習(xí)興趣和學(xué)習(xí)管理等方面也得到了顯著提升。
[Abstract]:The purpose of education is to promote the all-round development of human beings. Today, with the rapid development of the Internet and information technology, education informatization is a problem that all educators must face. How to make full use of the advantages of information technology, To improve human learning and education mode, so as to meet the objective needs of social development in the Internet era, to achieve the true purpose of education, has become a hot issue that people pay attention to. This is also the key point and breakthrough point of education and teaching reform in China in the new period. This paper takes mixed learning under the background of MOOC as the main research object, on the basis of theoretical synthesis, questionnaire survey and key interviews. This paper studies the influence factors of hybrid learning, designs the construction model of hybrid learning platform, explores the implementation path of hybrid learning, and carries out the evaluation of the effect of hybrid learning on the basis of empirical analysis. In order to provide a useful reference for the reform and innovation of educational informatization in China, this paper briefly describes the development course of MOOC, and studies the far-reaching influence of MOOC on higher education. On this basis, the concept and connotation of hybrid learning are analyzed. Hybrid learning is a learner-centered educational paradigm, and its theoretical basis is a mixture of multiple learning theories and sublimation. Its value lies in how to provide a higher quality solution in a more complex environment. (2) A questionnaire survey and an analysis of the development of mixed learning among ten college students in China are carried out. The statistical analysis method is used to study 70,000. Multiple data were processed, This paper analyzes and studies the university students' use frequency, cognitive state, liking degree and evaluation suggestion of mixed learning, and finds out and explores the problems and improvement direction of mixed learning in practical use, and adopts the structural equation model. This paper studies the factors influencing the acceptance of mixed learning students, establishes a model of the acceptance degree of mixed learning students, and verifies the perceived ease of use, perceived usefulness, and learning atmosphere through empirical research. Interaction behavior is an important factor that affects the acceptance of mixed learning students. When learning background is introduced into the study of influencing factors, learning background can regulate perceived usability and learning atmosphere. However, there is no significant regulating effect on perceived usefulness and interactive behavior. (4) two design ideas of hybrid learning platform are put forward: introduction hybrid learning platform and innovative hybrid learning platform. Take Yu Hong Xue net of China Agricultural University as an example, The construction mode and characteristic function of the innovative hybrid learning platform are demonstrated. On the two different platforms, taking probability Theory and Mathematical Statistics and C programming as examples, the mixed learning teaching experiment is carried out. And the problems in the teaching process are analyzed and studied. 5) the Delphi method and AHP are used to select the evaluation index for hybrid learning, and the weight of the index is determined, and a set of practical and standard is constructed. A feasible evaluation system. The mixed learning effect evaluation index system consists of 4 first-grade indexes and 14 second-level indexes. The evaluation index standard is determined and the evaluation calculation formula is obtained. Through independent sample T test and chi-square test, the results show that the students who adopt the mixed learning method not only improve their academic achievement, but also improve their learning ability. Interest in learning and learning management have also been significantly improved.
【學(xué)位授予單位】：中國(guó)農(nóng)業(yè)大學(xué)
【學(xué)位級(jí)別】：博士
【學(xué)位授予年份】：2017
【分類號(hào)】：G434

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