回顾与反思:微课对学习效果影响的研究——基于38篇国内外论文的元分析
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摘要
近年来,微课在教育领域被广泛应用,微课是否可以提高学习效果成为广大教育研究者争论的话题。采用元分析方法对过去5年的38篇国内外论文(包含61个独立效应量和5849名被试者)进行数据统计与综合分析发现:异质性检验表明,采用随机效应模型更为合适;漏斗图和Begg秩相关检验结果表明,不存在发表偏倚;微课对学习效果的合并效应值为0. 703,说明微课可以中等程度地提高学习效果;微课的作用效果不受学段、实验周期、国内不同区域等调节变量的影响,受到学科、知识类型、使用时机、国际区域等调节变量的影响。因此,坚持推进微课在多学科中的常态化应用,注重理论类知识内容的情境化呈现,注重使用微课的时机与持续性,以上启示为引领微课在教育领域的健康发展,提供借鉴和参考。
The micro-lecture has spread out in education for the past five years. Whether micro-lecture can improve the learning effect of students has always been a topic of debate among the majority of educational researchers. This study uses meta-analysis method to systematically analyze 38 domestic and foreign documents in the years,a total of 61 independent effects and 5849 subjects included,the results show that: the comprehensive effect value of micro-lecture on learning effect is 0. 703,which shows that micro-lecture plays a secondary and forward role in students 'learning; different sections,different experimental periods,and different internal regions can't influence the impact of micro-lecture,but different disciplines,different types of knowledge,different international regions,and opportunity can. Finally,in order to lead healthy development of micro-lecture in education,there are three implications: insisting on applying the micro-lecture in the way of multi-disciplinary and daily; about knowledge of theory,paying attention to situation presentation; laying emphasis on occasion and continuous about the use of micro-lecture.
The micro-lecture has spread out in education for the past five years. Whether micro-lecture can improve the learning effect of students has always been a topic of debate among the majority of educational researchers. This study uses meta-analysis method to systematically analyze 38 domestic and foreign documents in the years,a total of 61 independent effects and 5849 subjects included,the results show that: the comprehensive effect value of micro-lecture on learning effect is 0. 703,which shows that micro-lecture plays a secondary and forward role in students 'learning; different sections,different experimental periods,and different internal regions can't influence the impact of micro-lecture,but different disciplines,different types of knowledge,different international regions,and opportunity can. Finally,in order to lead healthy development of micro-lecture in education,there are three implications: insisting on applying the micro-lecture in the way of multi-disciplinary and daily; about knowledge of theory,paying attention to situation presentation; laying emphasis on occasion and continuous about the use of micro-lecture.
引文
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[5]刘文艳.微课在农村七年级英语教学中的应用研究[D].延安大学,2017.
[6]江莎莎.小学语文诗歌微课的教学设计与应用研究[D].山东师范大学,2017.
[7]师云玲.论微课在外科护理学实验教学中的应用[J].影像研究与医学应用,2018,2(12):208-210.
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[9]张瑰丽.“微视频导学”在小学高年级数学教学中的应用研究[D].山东师范大学,2016.
[10]Erhan Sengel. To FLIP or not to FLIP:Comparative case study in higher education in Turkey[J]. Computers in Human Behavior,2016,(06):547-555.
[11]Lillian Tubbs. Teaching Methods in Mathematics and Their Impact on Sixth-Grade Students’Mathematics Anxiety,Attitudes,and Achievement.[D]. Union University School Of Education,2014.
[12]Hedges L V. Distribution Theory for Glass’s Estimator of Effect Size and Related Estimators[J]. Journal of Educational Statistics,1981,6(2):107-128.
[13]Cohen J. Statistical Power Analysis for the Behavioral Sciences[M]. Hillsdale,Lawrence Erlbaum Associates,1988:19-74.
[14]Tania B Huedo-Medina,Julio Sánchez-Meca,Fulgencio Marín-Martínez,et al. Assessing Heterogeneity in Meta-analysis:Q Statistic or I2 Index?[J]. Psychological Methods,2006,11(2):193-206.
[15]Hannah R Rothstein,Alex J Sutton,Michael Borenstein. Publication bias in meta-analysis:Prevention,assessment and adjustments[M]. Chichester,John Wiley&Sons,2005.
[16]宋伟,孙众.数字化学习资源有效性的元分析[J].中国电化教育,2013(11):81-85.
[17]顾小清,胡梦华.电子书包的学习作用发生了吗?——基于国内外39篇论文的元分析[J].电化教育研究,2018,39(05):19-25.
[18]刘名卓,刘名海,王煜琴.基础教育中微课程的现状调研与改进建议[J].现代远距离教育,2016(05):46-53.
[19]王卫军.传统媒体与互联网:融合还是被融合?——基于美国互联网发展状况的研究[J].电视研究,2009(12):22-24.
[20]姜宛彤,万超,钱松岭.以问题解决为导向的微课程设计研究[J].现代远距离教育,2018(01):35-43.
[2]申梦园.微课在高中地理教学中的应用研究——以驻马店高级中学为例[D].河南大学,2017.
[3]Michael D Ryan,Scott A Reid. Impact of the Flipped Classroom on Student Performance and Retention:A Parallel Controlled Study in General Chemistry[J]. Journal of Chemical Education,2016(93):13-23.
[4]廖慧钰.微课在《现代教育技术》教学中的应用研究[D].四川师范大学,2016.
[5]刘文艳.微课在农村七年级英语教学中的应用研究[D].延安大学,2017.
[6]江莎莎.小学语文诗歌微课的教学设计与应用研究[D].山东师范大学,2017.
[7]师云玲.论微课在外科护理学实验教学中的应用[J].影像研究与医学应用,2018,2(12):208-210.
[8]张雨诗.嵌入式微课在初中生物学教学中的应用研究[D].云南师范大学,2017.
[9]张瑰丽.“微视频导学”在小学高年级数学教学中的应用研究[D].山东师范大学,2016.
[10]Erhan Sengel. To FLIP or not to FLIP:Comparative case study in higher education in Turkey[J]. Computers in Human Behavior,2016,(06):547-555.
[11]Lillian Tubbs. Teaching Methods in Mathematics and Their Impact on Sixth-Grade Students’Mathematics Anxiety,Attitudes,and Achievement.[D]. Union University School Of Education,2014.
[12]Hedges L V. Distribution Theory for Glass’s Estimator of Effect Size and Related Estimators[J]. Journal of Educational Statistics,1981,6(2):107-128.
[13]Cohen J. Statistical Power Analysis for the Behavioral Sciences[M]. Hillsdale,Lawrence Erlbaum Associates,1988:19-74.
[14]Tania B Huedo-Medina,Julio Sánchez-Meca,Fulgencio Marín-Martínez,et al. Assessing Heterogeneity in Meta-analysis:Q Statistic or I2 Index?[J]. Psychological Methods,2006,11(2):193-206.
[15]Hannah R Rothstein,Alex J Sutton,Michael Borenstein. Publication bias in meta-analysis:Prevention,assessment and adjustments[M]. Chichester,John Wiley&Sons,2005.
[16]宋伟,孙众.数字化学习资源有效性的元分析[J].中国电化教育,2013(11):81-85.
[17]顾小清,胡梦华.电子书包的学习作用发生了吗?——基于国内外39篇论文的元分析[J].电化教育研究,2018,39(05):19-25.
[18]刘名卓,刘名海,王煜琴.基础教育中微课程的现状调研与改进建议[J].现代远距离教育,2016(05):46-53.
[19]王卫军.传统媒体与互联网:融合还是被融合?——基于美国互联网发展状况的研究[J].电视研究,2009(12):22-24.
[20]姜宛彤,万超,钱松岭.以问题解决为导向的微课程设计研究[J].现代远距离教育,2018(01):35-43.