基于MOOCs的混合式学习适应性影响因素研究——以Y高校的实践为例

Student Learning Adaptability in MOOC-based Blended Teaching in Y University

In order to investigate the student learning adaptability and the relationship of influencing factors in MOOC-based blended teaching. A hypothetical model of the relationship of the student learning adaptability factors was constructed. The hypothetical model consists of eight factors: self-learning， learning attitude， teacher teaching， teaching management， learning support， learning platform， learning environment and curriculum setting. Then a Student Learning Adaptability Questionnaire(SLAQ) was developed. Results were analyzed using the causal comparison， correlation， regression and path analysis methods. The descriptive statistics showed that the student learning adaptability are in the upper level. Independent-Samples T Test showed gender affects learning adaptability and the boys better than girls. ANOVA results showed no significant differences among age， grade， internet-age and learning adaptability. Regression analysis results showed that learning platform and curriculum setting has positive significant effect on learning adaptability. Learning attitude， self-learning ability， teacher teaching， learning environment， learning support have a general impact on learning adaptability， but teaching management has a negatively effect on learning adaptability.