摘要
以建构主义为理论基础的网络式以问题为导向(PBL)教学模式是一种新的网络教学模式,在线临场感是网络教学的一个重要指标。本研究采用实验法,选取学前教育专业的学生为研究对象,探查网络式PBL教学模式的在线临场感。研究结果表明:相对于网络直播教学模式,网络式PBL教学模式的在线临场感更强;网络式PBL教学模式和网络直播教学模式的教学临场感没有差异;社会临场感、情感临场感、学习临场感、认知临场感在网络式PBL教学模式中更加显著。
The network-based problem-oriented teaching model(PBL),grounded in constructivism,represents a novel approach to online education,where the sense of online presence is a crucial metric.This study employs an experimental method using pre-service early childhood education students as participants to investigate the online presence experienced under the network-based PBL teaching model.The findings suggest that the sense of online presence is stronger in the network-based PBL model compared to the live streaming teaching model;however,there is no significant difference in the teaching presence between the two models.Social presence,emotional presence,learning presence,and cognitive presence are more pronounced in the network-based PBL model.
作者
范珍桃
FAN Zhen-tao(Guangzhou Open University,Guangzhou,Guangdong,510091)
出处
《广州开放大学学报》
2024年第1期17-22,107,108,共8页
JOURNAL OF GUANGZHOU OPEN UNIVERSITY
基金
2020年度广州市广播电视大学科研基金项目“远程教学中在线临场感视角下网络式PBL教学模式的研究——以‘幼儿园课程与活动设计’为例”(项目编号:2020KYYB002)。
关键词
网络式PBL教学模式
网络直播教学模式
在线临场感
network-based PBL teaching model
live streaming teaching model
sense of online presence
