摘要
本研究通过问卷调查法对浙江大学竺可桢学院484名大学生在线学习终端使用情况、在线学习方式、学生参与、教师在线教学行为、学生在线学习的整体感受及在线学习的收获与挑战等进行了调查。结果发现,绝大多数学生使用多个终端(电脑和手机)并采用多种形式(直播、视频会议和录播课)开展在线学习。整体而言,在线课程中学生参与水平一般,性别对在线课程的学生总体参与度以及各子维度表现没有显著影响,但使用个性化培养方案的学生在总体参与度及表现维度上明显好于使用统一培养方案的学生。学生眼中授课教师作为课程设计者与组织者的行为最多,但评估设计者行为略显不足。不同学生对在线学习的整体感受差异较大。与面授课程相比,超过半数的学生认为在线课程的课中和课后互动增加了或一样多,三到四成学生认为课中和课后互动减少了。超过半数的学生认为在线教学比面授好或和面授一样好,近一半的学生认为在线教学不如面授好。约七成学生对在线教学平台表示满意或非常满意。学习能力提高是大学生在线学习最大的收获,而自律性不足是大学生在线学习最大的挑战。学生认为在线教学平台还有很多功能值得完善。基于调研结果,本研究从在线交互设计、学生评价设计、自律能力提升、平台功能完善等方面提出了优化高校在线和混合教学的建议。
In this study,484 students from Chu Kochen Honors College of Zhejiang University were randomly selected to fill in the questionnaire,which aimed to know college students’online learning terminals,online learning formats,students’engagement in online courses,students’perceptions about instructors’online teaching behaviors,students’overall feelings about online learning,and their gains and challenges from online learning.The results indicated that most students utilized multiple terminals(computers and mobile phones)and various formats(live broadcast,video conference,and recorded lessons)to attend online learning.Generally speaking,student engagement in online courses was just at an average level,and gender had no significant impact on student engagement in online courses,while the overall student engagement and its“performance”sub-dimension of students who use personalized training programs were significantly better than those who use unified training programs.From students’perspectives,their instructors performed most frequently as curriculum designers and organizers,and their roles as evaluation designers were slightly insufficient.As to overall feelings about online learning,surveyed students differed a lot.Compared with face-to-face courses,more than half of the students thought that the in-class and after-class interaction in online courses increased or kept the same amount,while 30-40%of the students thought that the in-class and after-class interaction in online courses decreased.More than half of the students felt that online teaching was better than or as good as face-to-face teaching,while nearly half of the students felt that online teaching was worse than face-to-face instruction.Nearly 70%of the students were satisfied or very satisfied with the online teaching platform.The most important gains of students’online learning were the playback of course contents and the improvement of learning ability.At the same time,lack of self-discipline was the biggest challenge for college students.Students suggested that the online teaching platform itself had many functions to be improved.The findings of this study suggested optimizing online and blended teaching in higher education from the aspects of online interaction design,student evaluation design,self-discipline ability improvement,and platform’s function improvement.
作者
李艳
陈新亚
陈逸煊
张帆
LI Yan;CHEN Xinya;CHEN Yixuan;ZHANG Fan(College of Education,Zhejiang University,Hangzhou 310058,China;Chu Kochen Honors College,Zhejiang University,Hangzhou 310058,China)
出处
《开放教育研究》
CSSCI
北大核心
2020年第5期60-70,共11页
Open Education Research
基金
2019年国家自然科学基金面上项目“基于智能教学系统的精准教学模式与发生机制研究”(61977057)。
关键词
在线学习
学生参与
在线教学行为
大学生
在线教学平台
online learning
student engagement
online teaching behavior
college students
online teaching platform
