中国高职院校基于SPOC混合式学习的英语外语学生学习情绪研究。
A study on the learning emotions of EFL students in SPOC based blended learning in Chinese vocational colleges.
作者信息
Jiang Liping, Niu Xiaowei
机构信息
School of Business and Foreign Studies, Guangdong Mechanical and Electrical Polytechnic, Guangzhou City, Guangdong Province, China.
Fundamental Teaching Department, Shanghai Donghai Vocational College, Shanghai City, China.
出版信息
Sci Rep. 2025 Apr 30;15(1):15126. doi: 10.1038/s41598-025-99350-9.
This study examines the emotional dynamics of English as a Foreign Language (EFL) learners in higher vocational colleges (HVCs) under Small Private Online Course (SPOC)-based blended learning settings. A survey of 1250 EFL students from six HVCs was conducted to explore the impact of SPOC-based blended learning environment adaptability, SPOC-based blended learning style adaptability, and persistence of online learning cycles on students' learning emotions. Results indicate positive emotions and high adaptability to SPOC-based blended learning, with no significant learning fatigue. Emotional factors varied based on grade, gender, and majors. In addition, a regression model is proposed to observe the factors affecting SPOC-based blended learning emotions. The findings contribute empirical evidence and research references to enhance teaching efficiency for EFL students in HVCs using SPOC-based learning, and promote the integration and innovation of online and offline teaching modes based on SPOC.
本研究考察了在基于小规模私有在线课程（SPOC）的混合学习环境下，高等职业院校（HVCs）中英语作为外语（EFL）学习者的情感动态。对来自六所高等职业院校的1250名英语学习者进行了一项调查，以探讨基于SPOC的混合学习环境适应性、基于SPOC的学习风格适应性以及在线学习周期的持续性对学生学习情绪的影响。结果表明，学生对基于SPOC的混合学习具有积极情绪和较高的适应性，且无明显的学习疲劳。情感因素因年级、性别和专业而异。此外，还提出了一个回归模型来观察影响基于SPOC的混合学习情绪的因素。这些研究结果为利用基于SPOC的学习提高高等职业院校英语学习者的教学效率提供了实证依据和研究参考，并促进了基于SPOC的线上线下教学模式的融合与创新。
Zotero 插件