Dwyer等人（2004）開發(fā)的課堂連接氛圍量表促進(jìn)了高校學(xué)生間連通之研究。學(xué)生與學(xué)生之間的連通是伴隨著主動學(xué)習(xí)過程產(chǎn)生的,它是一種人際交往和反映同伴之間歸屬感、凝聚力與支持性等行為的社會心理結(jié)果。為了通過營造積極的課堂氛圍來改善人才培養(yǎng),早期的研究強(qiáng)調(diào)面對面學(xué)習(xí)環(huán)境中學(xué)生與學(xué)生之間的連通。然而,很少有研究對諸如技術(shù)支持的主動學(xué)習(xí)課堂（active learning classroom,簡稱ALC）這樣的技術(shù)環(huán)境中的學(xué)生連通進(jìn)行分析。本論文基于兩個系統(tǒng)的現(xiàn)有綜述研究,一個是關(guān)于ALC的研究,另一個是關(guān)于學(xué)生連通的研究,證實(shí)了兩個關(guān)鍵假設(shè):（1）研究整體表明,ALC可以提升學(xué)生的學(xué)習(xí)效果,且這種效果要遠(yuǎn)遠(yuǎn)超過傳統(tǒng)面對面教室的課堂教學(xué)效果;（2）尚未有研究檢測過個性化ALC環(huán)境中學(xué)生與學(xué)生之間的連通。因此,本論文旨在通過對ALC云課堂和物理課堂兩種環(huán)境中的教學(xué)進(jìn)行實(shí)證分析,為ACL環(huán)境中的學(xué)生連通提供一個全面概述。其中,針對ALC之云課堂教學(xué)的研究問題是:（1）中國高校學(xué)生與學(xué)生之間的連通在多大程度上影響大學(xué)生的云課堂接受度?（2）在云課堂中,哪些關(guān)鍵的技術(shù)因素可以用來提高大學(xué)生之間的連通... 

【文章來源】：華中師范大學(xué)湖北省 211工程院校 教育部直屬院校

【文章頁數(shù)】：142 頁

【學(xué)位級別】：博士

【文章目錄】：
摘要
ABSTRACT
CHAPTER 1: Introduction
    Organization of the Dissertation
    Definition and Abbreviation of Terms
CHAPTER 2: Literature Review
    1. Conceptual and Theoretical Background of Active Learning
        1.1 Overview
        1.2 Major Principles
            1.2.1 Student-centeredness
            1.2.2 Constructivism
        1.3 Common Instructional Elements
            1.3.1 Questioning and Discussion
            1.3.2 Collaborative Learning
            1.3.3 Cooperative Learning
            1.3.4 Problem-based Learning
            1.3.5 Blended Learning
            1.3.6 Summary
        1.4 Activity Theory
        1.5 Activity Theory and the Post-Secondary Classroom in China
            1.5.1 Subjects and Objects
            1.5.2 Mediating Artifacts
            1.5.3 Rules
            1.5.4 Community
            1.5.5 Division of Labor
    2. Systematic Review of Technology Enabled ALCs
        2.1 Overview
        2.2 Methodology
            2.2.1 Step 1: Identifying Major Contributions
            2.2.2 Step 2: Tracing Research Chronologically Backward
            2.2.3 Step 3: Expanding the Search Forward
        2.3 Synthesizing the Results
            2.3.1 Documentation of the Data based on Activity Theory
            2.3.2 Learning Outcomes in Comparative Settings
            2.3.3 Highlighting Calls for Research
    3. Systematic Review of Student-to-student Connectedness Research
        3.1 Overview
        3.2 Methodology
            3.2.1 Developing the Research Questions
            3.2.2 Identifying and Refining a Selection of Research
            3.2.3 Describing the Documentation of Data
        3.3 Synthesizing the Results
            3.3.1 Overview of Reported Scores
            3.3.2 Influence toward Student Learning
            3.3.3 Influence toward Communication and Behavior
            3.3.4 Influence toward Demographic Variables
            3.3.5 Future Trajectories of Research
CHAPTER 3:Out-of-class Cloud Classroom Component of the ALC
    3.1 Background
    3.2 Synthesized Research Framework and Hypotheses
        3.2.1 Overview
        3.2.2 Key Technological Factors Influencing Online Behavior
        3.2.3 Unified Theory of Acceptance and Use of Technology
    3.3 Study A
        3.3.1 Participants and Setting
        3.3.2 Instrumentation
        3.3.3 Data Collection and Analysis Procedure
        3.3.4 Results
        3.3.5 Discussion
    3.4 Study B
        3.4.1 Participants and Setting
        3.4.2 Instrumentation
        3.4.3 Data Collection and Analysis Procedure
        3.4.4 Results
        3.4.5 Discussion
CHAPTER 4: In-class Physical Classroom Component of the ALC
    4.1 Background
    4.2 Conceptual Framework
    4.3 Proposed Research Model and Hypotheses
    4.4 Methodology
        4.4.1 Participants
        4.4.2 Instrumentation
        4.4.3 Data Collection and Analysis Procedures
    4.5 Results
        4.5.1 Descriptive Statistics, Validity, and Reliability
        4.5.2 Correlational Analysis
    4.6 Discussion
CHAPTER 5: Conclusion
REFERENCES
APPENDIX A
WORKING LIFE
PUBLICATIONS
Acknowledgements



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