以学生为中心的混合式学习动机对教师的激励研究

A Study on the Motivation of Student-Centered Blended Learning to Teachers

混合式学习是改变大量学生被动参与为主动学习的有效方法,同时也增加了传统面对面学习环境之外的学习途径。通过教师赋能将信息和通信技术整合到教学和学习的各个方面,把教学从以教师为中心的模式转变为以学习者为中心的模式。这种方式很受学生欢迎,但是目前还未提出描述影响教师对在线学习的意见和信念的动机模型。因此,本文的目的是确定促使高校教师将混合式学习整合到课程中的各种正向激励因素。研究结果表明,教师对技术的应用、教师的态度和信念、制度和环境、教师与学生的互动等因素都激励教师采用混合式。本文提出的模型框架,还可以探索其他因素对混合式学习的影响程度,为教育管理者、课程设计者和教师在教学活动中创造一个有凝聚力的混合式学习环境。

Blended learning is an effective way to change a large number of students’ passive participation into active learning, and it also increases learning approaches beyond the traditional face-to-face learning environment. Through teacher empowerment, information and communication technology is integrated into all aspects of teaching and learning, and teaching is transformed from a teacher-centered model to a learner-centered model. Despite its popularity, there is currently no model describing motivations that influence teachers’ opinions and beliefs about online learning. Therefore, the purpose of this research is to determine various positive motivating factors that prompt college teachers to integrate blended learning methods into their curriculum. The research results show that factors such as the interaction between teachers and technology, teachers’ attitudes and beliefs, the institutional environment, and the interaction between teachers and students all motivate teachers to adopt mixed teaching. The model framework proposed in this article can also explore the influence of other factors on blended learning, creating a cohesive blended learning environment for education managers, curriculum designers and teachers in teaching activities.