混合式学习效果影响因素及机制研究——基于结构方程模型的实证分析

Study on the Factors and Mechanisms Influencing the Effectiveness of Blended Learning: Empirical Analysis Based on Structural Equation Modeling

混合式学习已成为高等教育的一种教学新常态,其中学生的学习效果更值得关注。该研究立足于教学活动的双重主体——教师与学生,基于3P学习分析框架,构建了学生学习预备、教师教学能力、感知易用性、感知有用性、交互行为、学习氛围与在线学习效果之间的关系模型,并采用结构方程模型法分析其作用关系和影响效应。相关研究表明,学生的学习背景对学习过程及学习结果均有显著正向影响;教师作为教学活动的核心主体,其教学能力对学生学习过程体验具有重要作用;感知易用性、感知有用性、交互行为、学习氛围对于混合式学习中学生的认知收获、主观情感体验均能产生正向影响。最后,提出优化学生混合式学习效果的方向和路径,以期为高校混合式学习提供参考。

Blended learning has become a new norm in higher education,with a particular focus on the learning outcomes of students.This study,grounded in the dual entities of teaching activities—teachers and students,developed a relational model based on the 3P learning analysis framework,encompassing learners’preparedness,teaching capabilities of instructors,perceived ease of use,perceived usefulness,interaction behavior,learning atmosphere,and online learning outcomes.Structural equation modeling was employed to analyze their interrelationships and effects.The research demonstrates that learners’educational background significantly and positively influences both of the learning process and its outcomes.Moreover,the teaching competence of instructors,being central to educational activities,plays a crucial role in students’learning experiences.Perceived ease of use,perceived usefulness,interaction behavior,and learning atmosphere all exhibit positive effects on students’cognitive gains and subjective emotional experiences in blended learning settings.Finally,suggestions are presented for optimizing the effectiveness of blended learning among learners,aiming to offer insights into enhancing blended learning practices in higher education.