智慧教室环境下大学生课堂学习投入度及影响因素研究——以“教育技术学研究方法课”为例
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摘要
为了探究智慧教室环境下大学生课堂学习投入度的现状及影响因素,该文采用单组前后测实验研究法,以"教育技术学研究方法课"为例展开研究,并从学生自身因素、教师与同伴、智慧学习环境层面出发,利用多元回归分析方法探索大学生学习投入影响因素的作用机制。研究发现:(1)智慧教室环境下大学生的课堂学习投入情况较好,学生在行为、情感、认知层面的投入水平均有显著性提升;(2)智慧教室环境下免费师范生的学习投入水平高于非师范生,且在行为层面存在显著性差异;(3)技术支持下的师生交互行为、教师信息技术应用能力、技术接受度与认知负荷对学生行为投入存在显著性影响;自我效能感与师生交互行为对学生认知投入存在显著性影响;同时师生交互、生生交互行为、教学资源与平台对学生情感投入有显著性影响。
The purpose of this study was to explore college students' learning engagement and influencing factors in smart classroom. The research employs Single-group pretest-posttest experimental research, and takes "Educational Technology Research Method Course" as an example to implement outcome. Furthermore, the multiple regression analysis method is used to explore influencing factors from the perspective of students' own factors, teachers-peers, and smart learning environment. The results indicate that:(1)College students are relatively positive in smart classroom, and the behavioral, emotional and cognitive engagement of post-surveys showed a significantly higher level than pre-surveys;(2)The level of learning engagement of free normal students is higher than that of non-normal students, and there are significant differences in behavior;(3)The teacher-student interaction under the technical support, the level of ICT competences for teachers, the technology acceptance and the cognitive load have significant influence on students' behavior engagement; Self-efficacy and teacher-student interaction have significant effects on students' cognitive engagement; In addition, teacher-student interaction, student-student interaction, and the teaching resources and platforms have a significant impact on students' emotional engagement. Finally, these positive results efforts being made to offer several meaningful references for facilitating teaching and learning in smart classroom.
The purpose of this study was to explore college students' learning engagement and influencing factors in smart classroom. The research employs Single-group pretest-posttest experimental research, and takes "Educational Technology Research Method Course" as an example to implement outcome. Furthermore, the multiple regression analysis method is used to explore influencing factors from the perspective of students' own factors, teachers-peers, and smart learning environment. The results indicate that:(1)College students are relatively positive in smart classroom, and the behavioral, emotional and cognitive engagement of post-surveys showed a significantly higher level than pre-surveys;(2)The level of learning engagement of free normal students is higher than that of non-normal students, and there are significant differences in behavior;(3)The teacher-student interaction under the technical support, the level of ICT competences for teachers, the technology acceptance and the cognitive load have significant influence on students' behavior engagement; Self-efficacy and teacher-student interaction have significant effects on students' cognitive engagement; In addition, teacher-student interaction, student-student interaction, and the teaching resources and platforms have a significant impact on students' emotional engagement. Finally, these positive results efforts being made to offer several meaningful references for facilitating teaching and learning in smart classroom.
引文
[1]汪玉侠,黄忠东.“参与式教学”:提高大学生学习投入度的有效途径[J].教育与教学研究,2015,29(9):70-73.
[2]Rescigno,R.C.Practical Implementation of Educational Technology.The GTE/GTEL Smart-Classroom.The Hueneme School District Experience[DB/OL].https://www.learntechlib.org/p/141600/,2018-11-09.
[3]黄荣怀,胡永斌等.智慧教室的概念及特征[J].开放教育研究,2012,18(2):22-27.
[4]Pirahandeh M,Kim D H.Energy-aware and intelligent storage features for multimedia devices in smart classroom[J].Multimedia Tools&Applications,2017,76(1):1139-1157.
[5]刘邦奇.“互联网+”时代智慧课堂教学设计与实施策略研究[J].中国电化教育,2016,(10):51-56.
[6]Jena P C.Effect of Smart Classroom Learning Environment on Academic Achievement of Rural High Achievers and Low Achievers in Science[J].International Letters of Social&Humanistic Sciences,2013,3(3):1-9.
[7]曹培杰.中小学生信息化教学的学习体验调查[J].中国电化教育,2014,(9):24-28.
[8]Al-Qirim N.Smart board technology success in tertiary institutions:The case of the UAE University[J].Education&Information Technologies,2016,21(2):1-17.
[9]杨俊锋.技术促进学习的课堂环境评测与优化[J].电化教育研究,2016,(12):99-105.
[10]Hwang G J,Chang H F.A formative assessment-based mobile learning approach to improving the learning attitudes and achievements of students[J].Computers&Education,2011,56(4):1023-1031.
[11]Korozi M,Leonidis A,Antona M,et al.LECTOR:Towards Reengaging Students in the Educational Process Inside Smart Classrooms[A].International Conference on Intelligent Human Computer Interaction[C].Evry:Springer,Cham,2017.137-149.
[12]徐显龙,王雪花等.智慧教室小组合作学习设计及成效[J].开放教育研究,2017,23(4):112-120.
[13]Schaufeli W B,Martínez I M,et al.Burnout and engagement in university students:A cross-national study[J].Journal of CrossCultural Psychology,2002,33(33):464-481.
[14]武法提,张琪.学习行为投入:定义、分析框架与理论模型[J].中国电化教育,2018,(1):35-41.
[15]马志强,苏珊等.基于学习投入理论的网络学习行为模型研究--以“网络教学平台设计与开发”课程为例[J].现代教育技术,2017,27(1):74-80.
[16]杨立军,韩晓玲.基于NSSE-CHINA问卷的大学生学习投入结构研究[J].复旦教育论坛,2014,(3):83-90.
[17]史秋衡,郭建鹏.我国大学生学情状态与影响机制的实证分析[J].教育研究,2012,(2):109-121.
[18]Shi Y,Peng C,et al.The Effects of Smart Classroom-Based Instruction on College Students’Learning Engagement and Internet Self-efficacy[A].International Conference on Blended Learning[C].Osaka:Springer,Cham,2018.263-274.
[19]杨现民,余胜泉.智慧教育体系架构与关键支撑技术[J].中国电化教育,2015,(1):77-84.
[20]Tucker C M,Zayco R A,et al.Teacher and child variables as predictors of academic engagement among low-income African American children[J].Psychology in the Schools,2010,39(4):477-488.
[21]Engels M C,Colpin H,et al.Behavioral Engagement,Peer Status,and Teacher-Student Relationships in Adolescence:A Longitudinal Study on Reciprocal Influences[J].Journal of Youth&Adolescence,2016,45(6):1192-1207.
[22]朱红灿.大学生学习投入影响因素的研究--基于学习行为投入、情感投入、认知投入维度[J].高教论坛,2014,(4):36-40.
[23]张娜.国内外学习投入及其学校影响因素研究综述[J].心理研究,2012,5(2):83-92.
[24]Tas Y.The contribution of perceived classroom learning environment and motivation to student engagement in science[J].European Journal of Psychology of Education,2016,31(4):1-21.
[25]黄鑫睿.智慧教室环境下小学生课堂学习投入度及影响因素研究[D].武汉:华中师范大学,2016.
[26]顾小清,王春丽等.信息技术的作用发生了吗:教育信息化影响力研究[J].电化教育研究,2016,(10):5-13.
[27]范福兰,张屹等.“以评促学”的信息化教学模型的构建与解析[J].电化教育研究,2015,(12):84-89.
[28]张屹,祝园等.智慧教室环境下小学数学课堂教学互动行为特征研究[J].中国电化教育,2016,(6):43-48.
[29]于深,任伟宁等.混合式教学提升学生学习投入度的导学探索与实践[J].人力资源管理,2017,(5):200-201.
[30]余明.合作学习小组能力构成因素对互动过程与学习效果的影响研究[D].上海:华东师范大学,2005.
[31]季娇,戚家勇等.免费师范生与非师范生学习投入对比研究[J].高校辅导员学刊,2011,3(5):89-92.
[32]蒋立兵,毛齐明等.智慧教室促进高校课堂教学变革的绩效研究--基于课堂教学行为的分析[J].中国电化教育,2018,(6):52-58.
[2]Rescigno,R.C.Practical Implementation of Educational Technology.The GTE/GTEL Smart-Classroom.The Hueneme School District Experience[DB/OL].https://www.learntechlib.org/p/141600/,2018-11-09.
[3]黄荣怀,胡永斌等.智慧教室的概念及特征[J].开放教育研究,2012,18(2):22-27.
[4]Pirahandeh M,Kim D H.Energy-aware and intelligent storage features for multimedia devices in smart classroom[J].Multimedia Tools&Applications,2017,76(1):1139-1157.
[5]刘邦奇.“互联网+”时代智慧课堂教学设计与实施策略研究[J].中国电化教育,2016,(10):51-56.
[6]Jena P C.Effect of Smart Classroom Learning Environment on Academic Achievement of Rural High Achievers and Low Achievers in Science[J].International Letters of Social&Humanistic Sciences,2013,3(3):1-9.
[7]曹培杰.中小学生信息化教学的学习体验调查[J].中国电化教育,2014,(9):24-28.
[8]Al-Qirim N.Smart board technology success in tertiary institutions:The case of the UAE University[J].Education&Information Technologies,2016,21(2):1-17.
[9]杨俊锋.技术促进学习的课堂环境评测与优化[J].电化教育研究,2016,(12):99-105.
[10]Hwang G J,Chang H F.A formative assessment-based mobile learning approach to improving the learning attitudes and achievements of students[J].Computers&Education,2011,56(4):1023-1031.
[11]Korozi M,Leonidis A,Antona M,et al.LECTOR:Towards Reengaging Students in the Educational Process Inside Smart Classrooms[A].International Conference on Intelligent Human Computer Interaction[C].Evry:Springer,Cham,2017.137-149.
[12]徐显龙,王雪花等.智慧教室小组合作学习设计及成效[J].开放教育研究,2017,23(4):112-120.
[13]Schaufeli W B,Martínez I M,et al.Burnout and engagement in university students:A cross-national study[J].Journal of CrossCultural Psychology,2002,33(33):464-481.
[14]武法提,张琪.学习行为投入:定义、分析框架与理论模型[J].中国电化教育,2018,(1):35-41.
[15]马志强,苏珊等.基于学习投入理论的网络学习行为模型研究--以“网络教学平台设计与开发”课程为例[J].现代教育技术,2017,27(1):74-80.
[16]杨立军,韩晓玲.基于NSSE-CHINA问卷的大学生学习投入结构研究[J].复旦教育论坛,2014,(3):83-90.
[17]史秋衡,郭建鹏.我国大学生学情状态与影响机制的实证分析[J].教育研究,2012,(2):109-121.
[18]Shi Y,Peng C,et al.The Effects of Smart Classroom-Based Instruction on College Students’Learning Engagement and Internet Self-efficacy[A].International Conference on Blended Learning[C].Osaka:Springer,Cham,2018.263-274.
[19]杨现民,余胜泉.智慧教育体系架构与关键支撑技术[J].中国电化教育,2015,(1):77-84.
[20]Tucker C M,Zayco R A,et al.Teacher and child variables as predictors of academic engagement among low-income African American children[J].Psychology in the Schools,2010,39(4):477-488.
[21]Engels M C,Colpin H,et al.Behavioral Engagement,Peer Status,and Teacher-Student Relationships in Adolescence:A Longitudinal Study on Reciprocal Influences[J].Journal of Youth&Adolescence,2016,45(6):1192-1207.
[22]朱红灿.大学生学习投入影响因素的研究--基于学习行为投入、情感投入、认知投入维度[J].高教论坛,2014,(4):36-40.
[23]张娜.国内外学习投入及其学校影响因素研究综述[J].心理研究,2012,5(2):83-92.
[24]Tas Y.The contribution of perceived classroom learning environment and motivation to student engagement in science[J].European Journal of Psychology of Education,2016,31(4):1-21.
[25]黄鑫睿.智慧教室环境下小学生课堂学习投入度及影响因素研究[D].武汉:华中师范大学,2016.
[26]顾小清,王春丽等.信息技术的作用发生了吗:教育信息化影响力研究[J].电化教育研究,2016,(10):5-13.
[27]范福兰,张屹等.“以评促学”的信息化教学模型的构建与解析[J].电化教育研究,2015,(12):84-89.
[28]张屹,祝园等.智慧教室环境下小学数学课堂教学互动行为特征研究[J].中国电化教育,2016,(6):43-48.
[29]于深,任伟宁等.混合式教学提升学生学习投入度的导学探索与实践[J].人力资源管理,2017,(5):200-201.
[30]余明.合作学习小组能力构成因素对互动过程与学习效果的影响研究[D].上海:华东师范大学,2005.
[31]季娇,戚家勇等.免费师范生与非师范生学习投入对比研究[J].高校辅导员学刊,2011,3(5):89-92.
[32]蒋立兵,毛齐明等.智慧教室促进高校课堂教学变革的绩效研究--基于课堂教学行为的分析[J].中国电化教育,2018,(6):52-58.