| 混合教学对学生学习成效的影响——基于国内外106篇实证研究的元分析 |
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| 引用本文： | 李宝敏,余青,杨风雷.混合教学对学生学习成效的影响——基于国内外106篇实证研究的元分析[J].开放教育研究,2022,28(1):75-84. |
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| 作者姓名： | 李宝敏 余青 杨风雷 |
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| 作者单位： | 华东师范大学教育学部,上海200062;上海大学计算机工程与科学学院,上海200444 |
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| 基金项目： | 上海市自然基金项目“基于多模态异步融合的在线学习情感分析与干预研究”(20ZR1416400);国家社会科学基金2021年度教育学国家重点课题“新一轮科技革命背景下教师素养及培养体系研究”(AFA210017);华东师范大学教育学部大学生第六届科研基金(ECNUFOE2020KYZX006)。 |
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| 摘 要： | 线上线下融合的混合教学成为推动教育变革及促进教育内涵式发展的重要方式。然而,混合教学对学生学习成效的实证研究结果存在较大差异,因而有必要探究混合教学的有效性及影响因素。本研究采用循证研究的元分析方法,对2000年1月~2021年9月的106篇国内外实验和准实验研究进行量化分析,系统检验混合教学的有效性。研究发现:1)纳入研究的样本总效应量为0.669(n=142),表明混合教学对学生学习成效具有中等偏上的促进作用,其中尤以学习动机和情感态度的提升最显著;2)就不同学段、实验周期以及实验人数而言,混合教学对初中生和高中生的学习促进作用最大,1~3个月的教学周期效果最好,而实验人数在51~100人之间的效果最佳;3)就在线学习比例、混合顺序和交互类型而言,50%的混合教学对学生学习的促进作用最大,同步和同步+异步的形式对学生学习的促进作用最明显;4)就教学方法和学习方式而言,基于任务的学习、角色扮演法、探究教学法以及案例教学法具有较大的效应作用,小组学习对学生学习促进最大。文章最后提出了有效开展混合教学的对策和建议。
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| 关 键 词： | 混合教学 混合学习 在线学习 学习成效 元分析 |
The Impact of Blended Instruction on Students' Learning Performance:A Meta-analysis Based on 106 Empirical Studies at Home and Abroad |
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| LI Baomin,YU Qing,YANG Fenglei.The Impact of Blended Instruction on Students' Learning Performance:A Meta-analysis Based on 106 Empirical Studies at Home and Abroad[J].Open Education Research,2022,28(1):75-84. |
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| Authors: | LI Baomin YU Qing YANG Fenglei |
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| Institution: | (Faculty of Education, East China Normal University, Shanghai 200062, China;School of Computer Engineering and Science, Shanghai University, Shanghai 200444, China) |
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| Abstract: | The in-depth integration of online and offline teaching has become an important way to promote education reform and the development of educational innovation.However,the results of empirical research on the effectiveness of blended teaching on students’learning are quite different,so it is necessary further to explore the effectiveness and influencing factors of blended instruction.This study adopts the meta-analysis research method in evidence-based research to quantitatively analyze 106 experimental and quasi-experimental studies from 2000 to 2021 at home and abroad and systematically test the effectiveness of blended teaching.The research finds that:1)The total effect size(ES)of the sample included was 0.669(n=142),indicating that blended teaching has upper-middle effects on students learning performance,especially learning motivation and emotional attitude;2)As far as the learning grade,the experiment period and the number of students,blended teaching has the greatest effect on the learning promotion of junior and high school students.The teaching time of 1 to 3 months has the best effect,and the effect is the best with the number of participants is between 51~100;3)In terms of the online learning ratio,the order of mixed and the interaction type,50%blended instruction has the greatest effect on student learning.The synchronous and synchronous+asynchronous are the most beneficial to promote students’learning;4)In terms of instructional method and learning style,task-based learning,role-playing,inquiry-based teaching and case-based teaching have greater effects.Group learning has a greater effect on promoting student learning compared to individual learning.At the end of the article,the countermeasures and suggestions for the effective practice of blended instruction are put forward. |
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| Keywords: | blended instruction blended learning online learning learning performance meta-analysis |
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