摘要
混合式学习在教育界逐渐受到广泛关注。本文以大学物理课程为例,构建了线上、线下相结合的大学物理混合式学习模型。又基于扩展技术模型(TAM2),建立了大学物理混合式学习效果和影响因素模型,通过问卷调查研究了学习者特点、课程特点、技术特点、认知有用性以及认知易用性对混合式学习效果产生的影响。研究结果表明:学习者特点、课程特点、技术特点、认知易用性对认知有用性有正向影响,认知有用性对混合式学习效果有正向影响。
Blended learning has received increasing attention in the educational field.Taking college physics courses as an example,this paper constructs a hybrid learning model of college physics that combines online and offline.Based on the Extended Technology Model(TAM2),establishes a model of the effects of college physics blended learning and its influencing factors,through the questionnaire survey,the effects of learner characteristics,curriculum characteristics,technical characteristics,cognitive usefulness and cognitive ease of use on the effect of blended learning are studied.The research results show that:learner characteristics,curriculum characteristics,technical characteristics,and cognitive ease of use have a positive effect on cognitive usefulness,cognitive usefulness has a positive impact on the effect of blended learning.
作者
张文悦
徐大海
段炼
张静
ZHANG Wenyue;XU Dahai;DUAN Lian;ZHANG Jing(School of Physics and Optoelectronic Engineering,Yangtze University,Jingzhou,Hubei 434023)
出处
《物理与工程》
2021年第6期163-168,共6页
Physics and Engineering
基金
教育部高等学校教学研究项目“信息技术背景下的大学物理全课程教学模式的研究与实践”(DWJZW201702zn)
湖北省高等学校省级教学研究项目“融合创新,打造地方高校大学物理混合式‘金课’”(2020424)。
关键词
大学物理
混合式学习
学习效果
影响因素
college physics
blended learning
learning result
influencing factors
