摘要
数字化转型背景下,混合学习已成为教育与技术融合的新常态。然而,随着数字技术在高等教育领域的普及,大学生群体内部的“数字鸿沟”逐渐浮现,消极的学习体验阻滞了混合学习质量的提升。精准识别大学生内部的“数字弱势群体”,对提升混合学习质量、维护教育公平具有重要意义。据此,采用方便抽样法和滚雪球取样法,对8个省级行政区共19所高校的大学生混合学习体验展开调查,借助SPSS 26.0和AMOS 26.0软件,对大学生混合学习体验的群体性差异进行分析。实证结果表明:(1)除外生动机无显著差异外,男大学生混合学习体验显著优于女大学生;(2)高年级大学生的混合学习体验整体优于低年级大学生;(3)非“双一流”高校大学生混合学习体验显著优于“双一流”高校大学生;(4)计算机类与非计算机类专业大学生的混合学习体验无显著差异,专业类型并非影响大学生混合学习体验的关键因素。基于此,提出以下对策建议:(1)打破性别角色刻板印象,提升女大学生混合学习能力与信心;(2)关注低年级大学生的学习困境,切实改善混合学习体验;(3)充分发挥“双一流”平台优势,帮助学生适应混合学习;(4)坚持以人为本,规避“为技术而技术”和“为改革而改革”的误区。
Under the background of digital transformation,blended learning has become the new normal of the integration of education and technology.However,with the popularization of digital technology in the field of higher education,the"digital divide"within college students has gradually emerged,and the negative learning experience has hindered the improvement of blended learning quality.Accurately identifying the"digital disadvantaged groups"among college students is of great significance to improving the quality of blended learning and maintaining educational equity.Based on this,convenience sampling method and snowball sampling method were used to investigate the blended learning experience of college students from 19 colleges and universities in 8 provincial administrative regions,and the group differences of blended learning experience of these students were analyzed with the help of SPSS 26.0 and AMOS 26.0 software.The empirical results indicated that:(1)Except for the dimension of"external motivation",male college students'blended learning experience was significantly better than that of female college students.(2)The blended learning experience of senior college students was better than that of junior college students.(3)Non-"double first-class"university students'blended learning experience was significantly better than that of"double first-class"university students.(4)There was no significant difference in the blended learning experience between students of computer majors and those of non-computer majors,and the major type was not the key factor affecting the blended learning experience of college students.Based on this,the following suggestions are put forward:(1)Break the stereotype of gender roles and enhance the blended learning ability and confidence of female college students.(2)Pay attention to the learning difficulties of junior college students and improve their blended learning experience.(3)Give full play to the advantages of platforms of"double first-class"universities to help students adapt to blended learning.(4)Adhere to the people-oriented principle and avoid the misconceptions of"technology for the sake of technology"and"reform for the sake of reform".
作者
张姝
伊继东
Zhang Shu;Yi Jidong
出处
《江苏高教》
CSSCI
北大核心
2024年第6期67-76,共10页
Jiangsu Higher Education
基金
2021年度河南省高等教育教学改革研究与实践项目“智慧教育背景下应用型本科高校教师发展支持体系的构建与实践”(2021SJGLX029)
2023年国家自然科学基金地区科学基金项目(62266054)。
关键词
混合学习
大学生体验感
差异性分析
blended learning
college students'experience
analysis of differences
