bianji@xiaoyuanyingyu.com
作者:李萌
【Abstract】The rapid growth in the use of learning technologies has provided instructors with opportunities to study the most suitable approach in CET. The purpose of this study was to examine the students’ perception in blended learning for helping teachers modulate instructional design. The study was conducted with 117 students at NUAA. The questionnaire was design to identify students’ views in blended learning. Results revealed that students’ views on blended learning process differed according to their self-management and perception on the teacher’s arrangements.
【Key words】Blended Learning; Students’ views; CET
【作者簡介】李萌(1992-),男,汉族,河北邢台人,南京航空航天大学研究生,研究方向:大学英语。
1. Introduction
National Medium- and long-term plan for reform and development (2010-2020) has particularly pointed out that it is important to stress educational informatization. Therefore, based on retrospection of former achievements about e-learning, discussions about blended learning, which integrates online and classroom teaching, have become hot topic in educational reform in CET. Simultaneously, learning community provides the theoretical basis,, meaning a group of people sharing common academic goals and attitude and meeting semi-regularly to collaborate on classwork. This thesis aims to find out the students’ perception in blended learning.
2. Results & Discussions
2.1 It’s better to have exercises online before learning new unit
Q1 studies the transition from last classroom learning to the next online learning. What students acquired in classroom learning may impact the learning of next online learning, named reversed transition. Students were all favorable to having exercises online before learning new unit, score of mean 3.7976 and 4.0303 respectively. As to standard deviation of 0.7882 and 0.6366, it means the majority of scores are close to mean score. Regardless of their specialty, score of mean 3.8632 and standard deviation 0.7532 equally present a clear picture of their consent to exercises. Descriptive statistics show that 81.8% of liberal arts students are in line with Q1, whereas 55.6% of science and engineering students are with reviewing exercises, though a little lower than that of liberal arts.
2.2 I will redo online wrong questions on the textbook after online learning
Q2 studies the transition from online learning to after-online period about redoing faulty questions, one that perhaps has beneficial impact on attention on teacher’s “messages”. Regardless of gender and specialty, it reveals almost half of students (45.3%) were not inclined to redo faulty questions, 21.4% of them uncertain about their responses, 33.4% admitting their agreement. Besides, both score of mean 2.89 and standard deviation 0.946 reveal how sterilely students volunteered to redo online wrong questions. What they chose to do was “overlooking” their mistakes and “bewildering” in classroom learning.
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