线上线下混合式教学改革研究——基于本科生接受意愿视角

Research on Online and Offline Hybrid Teaching Reform--Based on the Perspective of Undergraduates’Willingness to Accept

线上线下混合式教学改革是当前大学本科教育改革的重要方向之一,但从改革者主观层面的改革设计往往由于忽视本科生受众需求的考量而存在供需失衡。本文从本科生角度归纳并总结可能影响其混合式教学模式接受意愿的因素,在此基础上基于微观调查数据,采用多元线性回归模型、二项Logit模型和分层回归模型分析了影响本科生混合式教学模式接受意愿的因素。结果表明,学生基本特征、线上教学特征、混合式教学特征和软硬件特征是影响本科生混合式教学模式接受意愿的关键。具体而言,来自城市的学生、线上教学的灵活性、课程时长较短、网络便利性、线上教学平台的易用性和流畅性均显著促进了本科生接受意愿,但线上学习过程缺乏学习氛围和线上线下教学内容的重复性对本科生接受意愿有不利影响。据此提出,混合式教学模式线上部分应以短课时为主,加强线上教学平台规范化和标准化建设,强化农村网络覆盖和网速提升,从而提高本科生混合式教学模式接受意愿。

The online and offline hybrid teaching reform is one of the important directions of the current undergraduate education reform,but the reform design from the subjective level of reformers often ignores the needs of the undergraduate audience,resulting in the imbalance between supply and demand.Based on the micro survey data,this paper uses multiple linear regression model,binomial logit model and hierarchical regression model to analyze the influencing factors of undergraduates’willingness to accept the blended teaching mode.The results show that students’basic characteristics,online teaching characteristics,hybrid teaching characteristics and hardware and software characteristics are the key factors affecting undergraduates’willingness to accept hybrid teaching mode.Specifically,students from cities,flexibility of online teaching,short course duration,network convenience,ease of use and fluency of online teaching platform all significantly promote undergraduates’acceptance intention,but the lack of learning atmosphere in online learning process and repeatability of online and offline teaching content have adverse effects on undergraduates’acceptance intention.Therefore,it is proposed that the online part of hybrid teaching mode should focus on short class hours,strengthen the standardization and standardization of online teaching platform,and strengthen the rural network coverage and network speed,so as to improve the undergraduates’willingness to accept the hybrid teaching mode.