Deng Chao, Peng Jiao, Li ShuFei
Information Management and Information System, Guangdong University of Science and Technology, Dongguan, China.
School of Artificial Intelligence, Dongguan Polytechnic, Dongguan, China.
Front Psychol. 2022 Dec 1;13:1054137. doi: 10.3389/fpsyg.2022.1054137. eCollection 2022.
In the wake of the COVID-19 pandemic in 2019, China's education leaders began to focus on and promote blended learning. The process is still in its infancy in Chinese colleges and universities, and its development remains a problem to be solved. By combining technology acceptance and student participation, this article proposes an analysis model for assessing the factors influencing blended learning. A questionnaire was designed and distributed, and 796 valid responses were collected. The mean and variance were used to examine the status of students' technology acceptance and satisfaction with blended learning. The -test method was employed to analyze the gender differences between students in regard to the topic. The results show that: (1) students majoring in computer science view the factors as having a high level of influence in blended learning. (2) There are major variances regarding the perception of service quality between male and female computer science major students. There is no significant difference between them in terms of perceived usefulness, perceived ease of use, or computer self-efficacy. (3) There are considerable disparities in the skill involvement and participation of computer science major college students. The results show that the technology acceptance and participation of students determine the effect of blended learning. Based on these findings, this article provides theoretical and practical suggestions for the implementation of blended learning to improve its effect.
2019年新冠疫情爆发后，中国教育界的领导者们开始关注并推动混合式学习。在中国的高校中，这一进程仍处于起步阶段，其发展仍是一个有待解决的问题。本文通过结合技术接受度和学生参与度，提出了一个用于评估影响混合式学习因素的分析模型。设计并发放了问卷，收集到796份有效回复。使用均值和方差来考察学生对技术的接受程度以及对混合式学习的满意度。采用t检验方法分析学生在该主题上的性别差异。结果表明：（1）计算机科学专业的学生认为这些因素在混合式学习中具有较高影响力。（2）计算机科学专业的男女学生在服务质量感知方面存在较大差异。在感知有用性、感知易用性或计算机自我效能方面，他们之间没有显著差异。（3）计算机科学专业的大学生在技能参与和参与度方面存在相当大的差距。结果表明，学生的技术接受度和参与度决定了混合式学习的效果。基于这些发现，本文为混合式学习的实施提供了理论和实践建议，以提高其效果。
