混合课程中本科生的深度学习何以发生:基于“教学-社交-技术”三角框架的考察

How to Facilitate Undergraduates’Deep Learning in Blended Courses:A Study Based on the Triangle Framework of“Instruction-Social Interaction-Technology”

混合课程是数字化时代信息技术与教育教学深度融合的新兴产物。基于虚拟学习共同体理论,以某“双一流”高校的1179名本科生为调查对象,构建路径分析模型对混合课程中学生深度学习的发生机制展开探讨。结果发现:教学内容、合作学习、教学交互可以正向预测学生的深度动机、深度策略,且深度动机可以作为这三个因素预测深度策略的中介,其中教学内容、教学交互的间接效应均大于合作学习,但三条间接路径的间接效应均小于其直接效应。此外,深度动机在教学工具影响深度策略的过程中表现出“遮掩效应”。数字化转型背景下,混合课程的“提质增效”要以信息技术的有效赋能唤醒深度动机、以教学内容的融合重构促进深层理解、以合作交互的方式创新融通双线教学,以此实现线上平台支持下的自主学习、线下教师引导下的授课学习、双线混融问题驱动下的合作探究学习的协同并进。

Blended courses emerge from the deep integration of information technology and teaching in the digital era.Based on the virtual learning community theory,a path analysis model was constructed to investigate the mechanism of students'deep learning in blended courses with 1,179 undergraduates from a“Double First-Class”university.The results showed that course content,collaborative learning and instructional interaction could positively predict students'deep motivation and deep strategies.Also,deep motivation could serve as a mediator for these three factors to predict deep strategies,of which the indirect effects of course content and instructional interaction were greater than that of collaborative learning,while the indirect effects of all three indirect paths were smaller than their direct effects.In addition,deep motivation had suppressing effects on the relationship between instructional tools and deep strategies.In order to achieve the“quality and efficiency”of blended courses,practical solutions should be implemented,such as awakening deep motivation with effective empowerment of information technology,promoting deep understanding with integration and reconstruction of course content and integrating online and offline teaching with collaboration and interaction.These practical strategies make it possible for the synergy of online self-regulated learning supported by the teaching platforms,offline lecture-based learning guided by the teachers and both online and offline collaborative inquiry learning driven by the problems in blended courses.