混合学习活动中学习者学习投入的研究

Research on Learners' Learning Engagement in Blended-learning Activities

贝茨认为,混合学习应通过"系统设计实现面授教学与在线学习的最佳协同"。目前还没有混合学习理论能够直接说明两者之间应如何混合。研究试图通过混合学习活动设计来促进学习者学习投入,以此回答如何混合的问题。文章从基于学习平台的学习行为投入测量、基于内容分析的认知投入测量、基于自我报告的学习情感投入测量三个维度的数据分析比较了理论概念类、问题解决类、作品设计类三种混合学习活动中学习者学习投入的情况,从不同种类教学结构的视角详细阐释了学习者学习投入产生差异的成因。研究发现,必要的作业设置和测验、教师面授引导、循序渐进的反馈、控制学习者认知负荷、激发学生情感投入等能促进学习者学习投入水平的提高。

Bates believes that in blended learning, ＂the best collaboration between face-to-face teaching and online learning should be realized through the system design ＂. At present, no blended-learning theory can be used to explain how the two should be blended directly. This study attempts to answer the question of how to blend by promoting learners＇ learning engagement through the design of blended-learning activities. From the data analysis of three dimensions of learning behavior engagement based on learning platform, cognitive engagement based on content analysis, and emotional investment based on self-report, this paper compares and analyzes learners＇ learning engagement in three blended-learning activities, namely the theoretical concept type, the problem-solving type and the design work type. From the perspective of different types of teaching structure, this paper expounds the causes of the differences in learners＇ learning engagement. The research finds that the necessary homework and tests,teachers＇ in-person guidance, progressive feedback, control learners＇ cognitive load, and stimulate learners＇ emotional investment can promote learners＇ learning engagement.