殊途如何同归?——不同复杂度混合教学实践效果的分析

How Different Roads Lead to the Same Goal? Analysis of the Practical Effect of Blended Teaching with Different Complexities

教学效果是评估教学质量的重要指标,系统分析和比较不同方式或类型的线上线下混合教学的效果在混合学习广泛开展的当下,成为教育管理者、教师和学生们普遍关注的话题。本研究采纳四种不同复杂度混合学习方式的教学实践过程和学习活动实施案例,通过分析线上学习时间的分布、线上学习行为与混合学习成效的相关性、学习者对混合学习的满意度,讨论不同复杂度混合教学实施的特点和效果,发现:①不同复杂度混合教学的设计侧重点有所不同,可根据课程和教学需求合理选择适合的实施方式;②在四种复杂度的混合学习中学生满意度都很高,可行性强,且不存在一种混合学习方式优于其他任何一种混合学习方式的情况;③在线上线下混合学习过程中,在线学习行为和活动与课程学习成效显著相关,有利于学生取得较好的学习效果。

Teaching effect is an important index to evaluate teaching quality. Systematic analysis and comparison of the effects of different ways or types of online and offline blended teaching has become a common concern of education managers, teachers and students when blended learning is widely carried out. This study discusses the characteristics and effects of the implementation of mixed teaching with different complexities by analyzing the distribution of online learning time, the correlation between online learning behaviors and blended learning effect, and learners’ satisfaction with blended learning. The research finds that: 1) the design focus of blended learning with different complexities is different, and the appropriate implementation mode can be reasonably selected according to the curriculum and teaching needs;2) the students of blended learning with four complexities have high satisfaction and strong feasibility, and there is no situation that one blended learning mode is better than any other blended learning modes;3) in the blended process of online and offline learning, online learning behaviors and activities are significantly related to the learning effect of the course, which is conducive to students’ better learning effect.