Blended learning(BL)has been widely adopted to improve students’academic achievements in higher education.However,its success relies mainly on student engagement,which plays an essential role in active learning and p...Blended learning(BL)has been widely adopted to improve students’academic achievements in higher education.However,its success relies mainly on student engagement,which plays an essential role in active learning and provides a rich understanding of students’experiences.The study utilized three self-designed scales-the Teacher Support Scale,Student Engagement Scale,and Student Learning Experience Scale-to gauge and examine the impact and relationship between perceived teacher support,student behavioral engagement,and the intermediary role of learning experiences.A cohort of 899 college students undertaking the obligatory College English course through BL modes across five Chinese universities actively participated by completing a comprehensive questionnaire.The results showed significant correlations between perceived teacher support,learning experience,and behavioral engagement.Perceived teacher support significantly predicted students’behavioral engagement,with socio-affective support exerting the most substantial predictive effects.All predictive effects were partially mediated by learning experience(learning mode,online resources,overall LMS-based learning,interaction with their instructor and peers,and learning outcome).The influence of perceived teacher support on behavioral engagement differed between students who reported the most positive(vs.negative)learning experiences.Suggestions for further research are offered for consideration.展开更多
At the beginning of 2020,the“COVID-19”came out.Affected by the outbreaks,the universities have to carry out online teaching.Online learning provides students with full freedom and personalized learning space,but at ...At the beginning of 2020,the“COVID-19”came out.Affected by the outbreaks,the universities have to carry out online teaching.Online learning provides students with full freedom and personalized learning space,but at the same time,it also brings problems such as weak feelings between teachers and students and lack of learning experience.To solve these problems,this paper adopts the methods of questionnaire survey,experimental control and behavioral modeling.This paper studies how teachers’emotional support behavior affects students’learning process and learning emotion in online learning environment,and proposes that teachers’emotional support behavior is appealed and desired by students.Positive teachers’emotional support behavior can promote students’learning process and improve students’learning emotion.展开更多
"I’VE become a teacher in my dream," Gao Jinying wrote in her composition entitled, "My Dream" when she was a fourth grade student in an elementary school. Now, having been a teacher for 25 years,..."I’VE become a teacher in my dream," Gao Jinying wrote in her composition entitled, "My Dream" when she was a fourth grade student in an elementary school. Now, having been a teacher for 25 years, when she reads her students’ stories about their dreams, she still feels excited. Fifty-Four Dreams There are 54 first year students in Class One at Guangqumen High School.展开更多
基金Zhejiang Provincial Philosophy and Social Sciences Planning Project from Zhejiang Office of Philosophy and Social Science(21NDJC092YB)Zhejiang Provincial Educational Science Plan Project(2021SCG166)。
文摘Blended learning(BL)has been widely adopted to improve students’academic achievements in higher education.However,its success relies mainly on student engagement,which plays an essential role in active learning and provides a rich understanding of students’experiences.The study utilized three self-designed scales-the Teacher Support Scale,Student Engagement Scale,and Student Learning Experience Scale-to gauge and examine the impact and relationship between perceived teacher support,student behavioral engagement,and the intermediary role of learning experiences.A cohort of 899 college students undertaking the obligatory College English course through BL modes across five Chinese universities actively participated by completing a comprehensive questionnaire.The results showed significant correlations between perceived teacher support,learning experience,and behavioral engagement.Perceived teacher support significantly predicted students’behavioral engagement,with socio-affective support exerting the most substantial predictive effects.All predictive effects were partially mediated by learning experience(learning mode,online resources,overall LMS-based learning,interaction with their instructor and peers,and learning outcome).The influence of perceived teacher support on behavioral engagement differed between students who reported the most positive(vs.negative)learning experiences.Suggestions for further research are offered for consideration.
基金Higher Education Society of Shaanxi Province 2019 Higher Education Science Research Project(XGH19120:Wisdom Teaching Scene in Cloud model evaluation system key technology research)2019 school-level Higher Education Science Research Project(GJY-2019-YB-20).
文摘At the beginning of 2020,the“COVID-19”came out.Affected by the outbreaks,the universities have to carry out online teaching.Online learning provides students with full freedom and personalized learning space,but at the same time,it also brings problems such as weak feelings between teachers and students and lack of learning experience.To solve these problems,this paper adopts the methods of questionnaire survey,experimental control and behavioral modeling.This paper studies how teachers’emotional support behavior affects students’learning process and learning emotion in online learning environment,and proposes that teachers’emotional support behavior is appealed and desired by students.Positive teachers’emotional support behavior can promote students’learning process and improve students’learning emotion.
文摘"I’VE become a teacher in my dream," Gao Jinying wrote in her composition entitled, "My Dream" when she was a fourth grade student in an elementary school. Now, having been a teacher for 25 years, when she reads her students’ stories about their dreams, she still feels excited. Fifty-Four Dreams There are 54 first year students in Class One at Guangqumen High School.
文摘探究教师注意力对于评估课堂教师行为具有极其重要的研究价值。然而,现有的教师注意力识别算法存在无法应对极端头部姿态角度等问题。为此,提出一种基于6DRep Net360模型的教师注意力状态识别算法,提升极端角度中头部姿态估计算法的准确性。相较于传统的依赖条件判断来分类教师注意力状态的方法,设计一种基于支持向量机(SVM)的教师注意力分类模型,对复杂头部姿态角度进行注意力状态的精准识别。为进一步解决算法稳定性和准确性带来的误差数据,提出基于滑动窗口的数据清洗算法,有效提高整体识别结果的真实性和可靠性。通过在构建的CCNUTeacherS tat e数据集上进行一系列的算法评估,实验结果表明,所提出的教师注意力识别算法在CCNUTeacherS tate数据集上达到了90.67%的准确率。
