發(fā)布時間：2017-12-28 03:07

  本文關(guān)鍵詞：翻轉(zhuǎn)課堂學習者滿意度的影響因素及其作用機理研究　出處：《中國科學技術(shù)大學》2016年博士論文　論文類型：學位論文

  更多相關(guān)文章： 翻轉(zhuǎn)課堂滿意度 學習者預期 個性化學習氛圍 先前學習經(jīng)驗 學習者主動性

【摘要】：隨著教育信息化的不斷推進和教育改革的不斷深化,國內(nèi)外開始探索翻轉(zhuǎn)課堂模式作為滿足個性化學習、提升教育質(zhì)量的重要手段。當前,國內(nèi)外有很多高校院所和教育機構(gòu)投資并發(fā)展翻轉(zhuǎn)課堂項目,并致力于學生測驗成績和(或)學習態(tài)度的對比性評價。研究結(jié)果表明現(xiàn)有的關(guān)于翻轉(zhuǎn)課堂成效的研究仍存在較大差異和分歧,國內(nèi)外尚缺乏實證研究來探索FCM評估影響機理及其理論模型。學習者滿意度是衡量FCM績效評估的核心指標。因此,如何有效地提高學習者滿意度,提升翻轉(zhuǎn)課堂的教學效果,將是擺在教育實踐者和研究者面前的一大挑戰(zhàn)。本研究選擇安徽建筑大學、合肥師范學院、安徽大學、合肥工業(yè)大學10級和11級178名本科學生為研究對象,并基于騰訊Discuz平臺搭建了大學英語翻轉(zhuǎn)課堂線上教學平臺,該平臺功能包括在線課堂、在線評估、即時交談等交互功能,實驗班使用《新視野大學英語》教程,實驗周期為兩個學期共32周。研究采取縱向問卷調(diào)查的方法,先收集了學習者先前經(jīng)驗和人口統(tǒng)計變量,經(jīng)過一年的翻轉(zhuǎn)課堂教學實踐以后,本研究項目組設(shè)計并發(fā)放了滿意度問卷,最終得到有效問卷146份。項目組對收集數(shù)據(jù)先利用SPSS18.0分析軟件做進行信效度判斷,再使用結(jié)構(gòu)方程模型軟件SMARTPLS和AMOS做路徑分析。本研究主要包括三個子研究,第一個子研究是基于美國客戶滿意度模型(ACSI)構(gòu)建翻轉(zhuǎn)課堂學習者滿意度模型。ACSI早期主要用于商業(yè)服務(wù)和產(chǎn)品使用的滿意度評價,然而越來越多的學者認為教育更應被定義為一種服務(wù)而并非簡單的知識輸出模式,因此ACSI應用到高等教育領(lǐng)域的研究已漸成潮流,并成為教育質(zhì)量評價和監(jiān)督的重要參考標準。本研究繼承了ACSI模型的一些核心概念和架構(gòu),并根據(jù)考慮到翻轉(zhuǎn)課堂包括了網(wǎng)絡(luò)課堂、交互平臺等技術(shù)層面內(nèi)容,因此本研究將技術(shù)接受模型的核心變量整合到理論模型中。結(jié)構(gòu)方程結(jié)果表明,學習者預期對學習者滿意度有直接的正向影響：感知價值在感知質(zhì)量與學習者滿意度之間起到完全中介作用。第二個子研究是基于體驗式學習理論去探索個性化學習環(huán)境和學習者先前學習經(jīng)驗對學習者滿意度的影響機理。翻轉(zhuǎn)課堂核心理念在于促進學習者積極地參與到教學活動中,因而翻轉(zhuǎn)課堂理念較為完美地契合了體驗式學習理論的相關(guān)內(nèi)容。研究發(fā)現(xiàn),在翻轉(zhuǎn)課堂中學生的先前學習經(jīng)驗和個性化的學習氛圍都是預測學生對翻轉(zhuǎn)課堂認知的重要前因。另外,個性化的學習氛圍不能直接預測學生的感知價值,感知質(zhì)量在個性化的學習氛圍和感知價值中充當完全中介作用。第三個子研究是探索了學習者主動性對翻轉(zhuǎn)課堂學習者滿意度的影響。翻轉(zhuǎn)課堂教學模式不同于傳統(tǒng)模式的重要一點體現(xiàn)在突出學習者的主體地位,發(fā)揮學生的主動性以及積極的參與度,而非被動的接受信息。正是由于翻轉(zhuǎn)課堂這種注重學生參與和體驗的特性,當研究如何提升翻轉(zhuǎn)課堂學習者滿意度時,需要充分考慮到學習者的個人特征在翻轉(zhuǎn)課堂設(shè)計的因素。因此,從學習者個人特質(zhì)的視角出發(fā),探索影響翻轉(zhuǎn)課堂學習者滿意度的影響因素及其影響機理機理,顯得十分必要。結(jié)論表明,學習者主動性正向調(diào)節(jié)感知質(zhì)量與感知價值的關(guān)系,當學習者主動性越高時,感知質(zhì)量與感知價值之間的正向關(guān)系越強。但是,學習者主動性在感知價值與學習者滿意度之間的調(diào)節(jié)作用不成立。研究結(jié)論的理論意義主要包括：第一,拓展了美國客戶滿意度模型在翻轉(zhuǎn)課堂的相關(guān)理論研究,本研究將滿意度理論與技術(shù)接受模型結(jié)合,并將之應用于翻轉(zhuǎn)課堂情境下,構(gòu)建出學習者滿意度模型,從教育服務(wù)的視角拓展了顧客滿意度理論的理解。第二,豐富和拓展了體驗式學習理論的相關(guān)研究,本研究將體驗式學習理論應用于翻轉(zhuǎn)課堂,探索了學習者先前經(jīng)驗和個性化性學習氛圍對于學習者滿意度的影響的機理。第三,探索了學習者主動性在翻轉(zhuǎn)課堂模式下的相關(guān)研究,在翻轉(zhuǎn)課堂的情景下引入主動性的概念,并研究了學習者個人特質(zhì)對于翻轉(zhuǎn)課堂學習者滿意度的影響機理。研究結(jié)論為翻轉(zhuǎn)課堂教育實踐者提供了以下啟發(fā)。首先,基于美國客戶滿意度模型及先前的研究,本研究認為教育理念應該更多地從簡單知識傳遞的角度轉(zhuǎn)移向服務(wù)的角度。這就要求教學研究者要充分營造好學習者憧憬的教學氛圍,來提高學習者的預期。其次,充分在翻轉(zhuǎn)課堂過程中調(diào)整高效的學習策略,提高學習者的感知價值。研究發(fā)現(xiàn)感知價值在滿意度模型中充當完全中介,因而翻轉(zhuǎn)學習中可以使用視頻標簽、虛擬機器人答疑等一些能夠提高學習效率的智能工具。最后,翻轉(zhuǎn)課堂設(shè)計時要充分考慮學習者特點。先前學習經(jīng)驗和個性化學習氛圍都是影響學習者滿意度關(guān)鍵要素。因此,在演示翻轉(zhuǎn)課堂時,教師應該考慮學習者的個人特點。比如,教師可以根據(jù)學生的學習習慣、人格特質(zhì)、學習偏好等采用不同翻轉(zhuǎn)課堂模式,提高學習者的主動性和參與感,例如鼓勵學習者更加積極的進行溝通與交流,增強其學習主動性。
[Abstract]:With the continuous development of educational informatization and the deepening of educational reform, the flipped classroom mode has been explored at home and abroad as an important way to satisfy personalized learning and improve the quality of education. At present, many colleges and universities and educational institutions at home and abroad invest and develop flipped classroom projects, and are committed to a comparative evaluation of students' test scores and / or learning attitudes. The research results show that there are still great differences and differences in the existing research on the effectiveness of flipped classroom. At home and abroad, there is still no empirical research to explore the impact mechanism and theoretical model of FCM evaluation. Learner satisfaction is the core indicator of FCM performance evaluation. Therefore, how to effectively improve the satisfaction of the learners and improve the effect of the teaching in the flipped classroom will be a great challenge for the practitioners and researchers. This research chooses Anhui Architecture University, Hefei normal college, Anhui University, HeFei University of Technology 10 grade and 11 grade 178 students as the research object, and based on the Discuz Tencent to build a platform for College English classroom teaching on the flip platform, the platform features include online classroom, online assessment, instant messaging and other interactive features, the experimental class using the "New Horizon College English" course, the experiment lasted for two semesters of 32 weeks. The longitudinal questionnaire survey method was adopted. First, the learner's prior experience and demographic variables were collected. After a year's flipped classroom teaching practice, the project team designed and released the satisfaction questionnaire, and finally got 146 valid questionnaires. The project group used the SPSS18.0 analysis software to judge the reliability and validity first, and then use the structural equation model software SMARTPLS and AMOS to do the path analysis. This study mainly consists of three sub studies. The first sub study is based on the American customer satisfaction model (ACSI) to build a turnover of learner satisfaction model. ACSI is mainly used for the early evaluation of commercial services and products with satisfaction, however, more and more scholars believe that education should be defined as a service rather than a simple knowledge output mode, research in the field of higher education has gradually become the trend of the application of ACSI to teach, and become an important reference standard of education quality evaluation and supervision. This research inherits some core concepts and structures of ACSI model. Considering the flipped classroom including online class and interaction platform, the core variables of the technology acceptance model are integrated into the theoretical model. Structural equation analysis shows that learners' expectation has a direct positive effect on learners' satisfaction: perceived value plays a complete mediating role between perceived quality and learners' satisfaction. The second sub study is based on experiential learning theory to explore the influence mechanism of individual learning environment and learners' previous learning experience on learners' satisfaction. The core idea of flipped classroom is to promote learners' active participation in teaching activities, so flipped classroom idea perfectly fits the related content of experiential learning theory. It is found that the previous learning experience and the individualized learning atmosphere in the overturned class are the important predictor of the students' understanding of the flipped class. In addition, personalized learning atmosphere can not directly predict students' perceived value, and perceived quality plays a complete mediating role in personalized learning atmosphere and perceived value. The third study was to explore the influence of learner initiative on the satisfaction of flipped class learners. The important point of flipped classroom teaching mode, which is different from the traditional mode, is to highlight learners' main body status, to play the initiative and active participation of students, rather than to passively accept information. Because of the characteristics of flipped classroom, which focuses on student participation and experience, when studying how to improve learner satisfaction in flipped classroom, we need to take full account of learners' personal characteristics in flip classroom design. Therefore, from the perspective of learners' personal characteristics, it is very necessary to explore the influencing factors and the influencing mechanism of flipped classroom learners' satisfaction. The conclusion shows that learners' initiative positively regulates the relationship between perceived quality and perceived value. When the learner's initiative is higher, the positive relationship between perceived quality and perceived value is stronger. However, the moderating role of learner initiative in perceived value and learner satisfaction is not true. The theoretical conclusions of the study include: first, expand the customer satisfaction model in the relevant theoretical research of flipping the classroom, the satisfaction theory and technology acceptance model, and apply it to flip the classroom context, construct learner satisfaction model, from the perspective of educational services to expand the customer satisfaction theory understand. Second, enrich and expand the related research of experiential learning theory. This study applies experiential learning theory to flipped classroom, and explores the mechanism of learner's prior experience and personalized learning atmosphere's influence on learners' satisfaction. Third, we explored the related research of learner initiative in the flipped classroom mode, introduced the concept of initiative in the context of flipped classroom, and studied the influence mechanism of learners' personal characteristics on learner satisfaction in flipped classroom. The conclusions provide the following inspiration for the practitioners in the overturning class. First of all, based on the American customer satisfaction model and previous studies, this study holds that educational ideas should be shifted from a simple knowledge transfer perspective to a service perspective. This requires the teaching researchers to create a good atmosphere in which the learners look forward to improving the expectations of the learners. Secondly, we should adjust the efficient learning strategy to improve the learners' perceived value in the process of overturning the classroom. Research finds that perceived value is in the degree of satisfaction
【學位授予單位】：中國科學技術(shù)大學
【學位級別】：博士
【學位授予年份】：2016
【分類號】：G434
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本文編號：1344305