地方民族高校大学生“慕课+翻转课堂”混合式学习的质性研究

A Qualitative Study of Local Minority University Students’ Blended Learning in Form of “MOOC + Flipped Classroom”

近年来,众多高校积极开展"慕课+翻转课堂"的混合式教学实践。学习者的混合学习行为成为研究热点。文章从学生视角出发,运用NVivo质性分析软件,以地方某民族高校14名学生为研究对象,分析了地方民族高校大学生混合式学习的行为类型和特征。研究显示,多数学生对新教学模式有较高接纳性,伴有功利型和内生型两种学习动机。高接纳性和多样的学习动机并不能支持学生保质保量完成线上和线下学习任务。学生的线上学习行为基于学习进度和学习质量可形成四种学习类型,线下学习行为可分为参与型和回避型。学生认为,自制力、主动参与学习、自学能力、交流合作能力是混合式学习者应具备的核心素养。

In recent years, many colleges and universities have actively carried out the blended teaching practice in the form of "MOOC + flipped classroom". The blended learning behavior of learners has become a research hotspot. From the perspective of students, this study uses Nvivo to analyze the behavior types and characteristics of blended learning among 14 students in a local minority university. The research shows that most students have a high acceptance of the new teaching mode, accompanied by two kinds of learning motivation: utilitarian and endogenous. High acceptance and diverse learning motivation can not support students to complete online and offline learning tasks with quality and quantity. Students’ online learning behavior can be divided into four types based on learning progress and learning quality. Offline learning behavior can be divided into participation and avoidance. Students think that self-control, active participation in learning, self-study ability, and the ability of communication and cooperation with others are the core qualities for blended learners.