Yin Bin, Yuan Chih-Hung
School of Economics and Commerce, University of Electronic Science and Technology of China, Zhongshan Institute, Zhongshan, China.
Front Psychol. 2021 Feb 5;12:631125. doi: 10.3389/fpsyg.2021.631125. eCollection 2021.
Blended learning has gained increasing popularity in colleges and universities with mixed results. Precision teaching can effectively promote learning performance. The relation between perceived precision teaching (PPT) and the learning performance of college students in a blended learning environment is investigated in this paper. In the research survey is featuring a structural model, 256 college students who attended blended learning courses featuring precision teaching participated. The model results revealed that PPT is directly and positively related to self-efficacy and learning motivation. Self-efficacy and learning motivation are directly and positively related to cognitive, teaching, and social presence. Additionally, cognitive, teaching, and social presence are directly and positively related to learning performance. Therefore, PPT is remotely and indirectly related to learning performance. These findings provide a new perspective for the theoretical study on blended learning performance and provide a realistic reference for precision teaching practice in the blended learning environment.
混合式学习在高校中越来越受欢迎，但效果参差不齐。精准教学可以有效提高学习成绩。本文研究了在混合式学习环境中，大学生对精准教学的感知（PPT）与学习成绩之间的关系。在以结构模型为特色的研究调查中，256名参加了以精准教学为特色的混合式学习课程的大学生参与其中。模型结果显示，PPT与自我效能感和学习动机直接正相关。自我效能感和学习动机与认知、教学和社会临场感直接正相关。此外，认知、教学和社会临场感与学习成绩直接正相关。因此，PPT与学习成绩存在间接的远程关联。这些发现为混合式学习成绩的理论研究提供了新的视角，也为混合式学习环境中的精准教学实践提供了现实参考。
