混合教学中大学生在线学习力的影响机制研究——基于探究社区理论的视角

Study on the Influence Mechanism of College Students' Online Learning Ability in Blended Teaching——Based on the Perspective of Community of Inquiry Theory

如何有效融合线上线下教学模式,提高混合教学质量,是目前高等教育领域关注的重点。研究基于探究社区理论,采用问卷调查法、相关分析法和结构方程模型分析法,于2022年8月,以某高校参加混合教学的1755名本科生为调查对象,研究探究社区理论的教学存在、社会存在和认知存在对混合教学中大学生在线学习力的影响。结果表明:第一,混合教学中大学生感知到的三种存在及在线学习力均处于中等水平;第二,大学生感知的三种存在对在线学习力均有显著的正向影响,且认知存在的直接影响最大;第三,社会存在和认知存在分别在教学存在与在线学习力之间起中介作用,同时社会存在与认知存在在教学存在和在线学习力的关系中起链式中介作用。研究揭示了三种存在对在线学习力的影响程度和影响路径,对在混合式教学中依据探究社区理论提升学习者在线学习力具有重要启示。

How to effectively integrate online and offline teaching mode,improve the quality of blended teaching,is the focus of research in higher education field currently.Based on the Community of Inquiry,the questionnaire survey,relation analysis and structural equation model analysis were used.In August 2022,1755undergraduates who has experienced blended teaching as participants took part part in the research.The aim of the study was to explore the influence of teacher presence,social presence and cognitive presence(Community of Inquiry) on online learning ability of college students in blended teaching.The results showed that:Firstly,the three presence and online learning ability of college students in blended teaching were all at a medium level;Secondly,the three presence perceived by college students all had significant positive effects on online learning ability,and the direct effect of cognitive presence was the largest;Thirdly,social presence and cognitive presence respectively played a mediating role between teaching presence and online learning ability,while social presence and cognitive presence played a chain mediating role in the relationship between teaching presence and online learning ability.The study revealed the degree and path of influence of three presence on online learning ability,which had important implications for improving college students' online learning ability based on Community of Inquiry theory in blended teaching.