A Study on the Effectiveness of College English Blended Learning Under MOOCs Philosophy in China

2020 ◽  
pp. 247-270
Author(s):  
Zhaohui Dai
Keyword(s):  
Collaborative Learning ◽  
Blended Learning ◽  
Influencing Factors ◽  
Influencing Factor ◽  
Negative Attitude ◽  
Great Emphasis ◽  
Autonomous Learning ◽  
College English ◽  
Blended Education ◽  
Attitude And Motivation

This study investigated the effectiveness of college English blended education under MOOCs philosophy in China. The findings suggest that many features of MOOCs philosophy are evident in college English blended education and eight factors influence effectiveness. Relationships of the influencing factors demonstrate that interactions and evaluations are highly influencing factors in autonomous learning and motivations exert high influences on autonomous learning. However, students have low motivation in interaction and evaluation, for they are more extrinsically than intrinsically motivated. And also, collaborative learning is the least influencing factor in the study. To motivate the students, great emphasis should be laid on interactions and evaluation in student's autonomous learning. Moreover, students' negative attitude towards autonomous learning hampers their adaptability to college English blended learning, and, as attitude and motivation are highly related, this deserves equal attention.

scholarly journals Improvement of Students’ Autonomous Learning Behavior by Optimizing Foreign Language Blended Learning Mode

SAGE Open ◽  
2022 ◽  
Vol 12 (1) ◽  
pp. 215824402110711
Author(s):  
Xue Wang ◽  
Wei Zhang
Keyword(s):  
Foreign Language ◽  
Blended Learning ◽  
Curriculum Design ◽  
Teaching Practice ◽  
Autonomous Learning ◽  
Learning Ability ◽  
Learning Behavior ◽  
College English ◽  
English Curriculum ◽  
Foreign Language Learners

Given the significance of cultivating students’ autonomous learning ability, there is a need to develop an instructional model that can improve students’ awareness and behavior of autonomous learning, as well as to explore the effectiveness and optimization of this model effectively. Taking college English course as a case study, this paper constructs a blended learning mode based on SPOC, which combines advantages of online and offline teaching. 15 types of nonredundant sets resulting from 500 questionnaires has been explored, and the optimal factor combinations have been found out from 15 types with the technology of data mining to optimize the mode constructed previously. Optimized blended learning mode, emphasizing the optimal factors more, has been applied to College English curriculum design and teaching practice in China. Surveys of students’ achievement and autonomous learning behavior have been conducted after experiment. The results of the research indicate that the optimized blended learning mode will stimulate foreign language learners’ learning motivation, cultivate their autonomous learning ability, so as to construct and improve their autonomous learning behavior further.

Research and Design of Web-Based Autonomous and Collaborative Teaching Mode under Blended Learning

2014 ◽  
Vol 548-549 ◽  
pp. 1450-1453
Author(s):  
Cong Liu
Keyword(s):  
Collaborative Learning ◽  
Blended Learning ◽  
Teaching Practice ◽  
Collaborative Teaching ◽  
Autonomous Learning ◽  
Practical Significance ◽  
Teaching Model ◽  
Module Structure ◽  
Network Environment ◽  
Web Based

Blended learning is a continuously developing and extending concept, which has been the hot topic of educational technology. With the development of information technology, the network environment has become one of the important environments for learners to study. Autonomous learning and collaborative learning, which are based on network environment, will become indispensable ways of future learning. This paper analyzes the basic theory of blended learning, discusses the meaning and relationship of autonomous learning and collaborative learning, and analyzes the advantages of autonomous and collaborative learning brought by network. Then with teaching practice, this paper builds a web-based autonomous and collaborative teaching model under blended learning. Finally, the paper gives a detailed description in designing teaching process, module structure, functions and system architecture of web-based autonomous and collaborative teaching model. The analysis shows that applying this model to course teaching has some influence and practical significance to enrich and improve the teaching pattern.

On the Strategy to Enhance the Efficiency of the Cooperative Learning Method in the College English Teaching in China

2017 ◽  
Vol 7 (11) ◽  
pp. 1091
Author(s):  
Zhen Zhou
Keyword(s):  
Collaborative Learning ◽  
Cooperative Learning ◽  
Autonomous Learning ◽  
Learning Ability ◽  
Learning Theories ◽  
Theoretical Base ◽  
Learning Method ◽  
Teaching Mode ◽  
College English ◽  
Cooperative Awareness

The cooperative learning, which is also called the collaborative learning, is one of the most important learning theories nowadays, which promotes learning cooperation between teacher and students, students and students. The cooperative learning method is a kind of teaching mode which takes students as the center and takes groups as the form. It changes the teaching mode and it is conducive to cultivating students' cooperative awareness and autonomous learning ability. The article first illustrates the connotation, theoretical base, and elements of cooperative learning method, then explains the four typical problems arising in the cooperative learning, and finally puts forward seven methods to cope with the problems in order to enhance the efficiency of the cooperative learning method.

scholarly journals Using PLS-SEM Model to Explore the Influencing Factors of Learning Satisfaction in Blended Learning

2021 ◽  
Vol 11 (5) ◽  
pp. 249
Author(s):  
Chun-Hsiung Huang
Keyword(s):  
Blended Learning ◽  
Influencing Factors ◽  
Structural Equation ◽  
Positive Impact ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Learning Motivation ◽  
Perceived Ease Of Use ◽  
Learning Satisfaction ◽  
The Relationship

This research explores the influencing factors of learning satisfaction in blended learning. Three dimensions are proposed: perceived usefulness, perceived ease of use, and learning motivation. It studied how these variables affect students’ learning satisfaction. The research hypotheses are: (1) Perceived ease of use positively affects perceived usefulness; (2) Perceived usefulness and perceived ease of use will have a positive effect on learning motivation; (3) Learning motivation positively affects learning satisfaction; (4) Perceived usefulness has a positive intermediary effect on the relationship between perceived ease of use and learning motivation. Participants included 173 freshmen who took the first-year interactive game design course at Ling Tung University in Taichung, Taiwan. The questionnaire survey method is applied in this research to analyze the relationship between the variables and verify the hypothesis based on the collected 173 valid questionnaires. The partial least square method structural equation model (PLS-SEM) is used to carry out structural equation modeling to study the relationship between latent variables. It explains that the perceived ease of use affects the perceived usefulness. Perceived usefulness and perceived ease of use have a positive impact on learning motivation. Learning motivation has a positive impact on learning satisfaction. Perceived usefulness as an intermediary factor of perceived ease of use has an indirect impact on learning motivation. The contribution of this research is to provide empirical evidence and explain what factors may affect learning satisfaction. Some other related factors that may affect learning satisfaction should be taken as the factors that teachers should pay attention to when implementing blended learning.

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