Research On The Influencing Factor Model And Intervention Strategy Of Blended Learning Investment Based On MOOC

Under the background of vigorously promoting education informatization and the"Double million Plan" for first-class undergraduate courses,blended teaching becomes the"New Normal" of college teaching.Blended learning has gradually become the mainstream way of learning in colleges and universities.Learning engagement is a kind of positive behavior and psychological state when students spend time in learning activities and interacting with other individuals and situations.It fully reflects the "process value" pursued by blended learning is an important indicator to measure the quality and performance of blended learning.But in reality,the blended learning effect among college students is not very ideal,mainly for less input level in learning,less participation,insufficient deep learning experience and so on,the blended learning is in a hard time of learning plateau.As a result,how to intervene in the process of blended learning,how to improve the input level of blended learning among college students,is the important factor to insure the effect of blended learning,also is a research subject which blended learning is worth paying close attention to.Based on the theme of blended learning engagement,this study explores five core questions.How to scientifically and comprehensively define the connotation and structural dimension of blended learning engagement?How to measure the learers' blended learning engagement?What are the main factors that affect blended learning engagement and how do these factors interact with each other?How to make dynamic diagnosis and intervention on learners' learning engagement,so as to promote the level of blended learning engagement?How to verify the effectiveness of intervention strategies in real blended learning situations.In order to answer the five questions above,the study uses the research approach that theoretical explanation---measurement tool development----el constructionintervention design---teaching demonstration---summary and reflection.The study take the sophomore students as the research object conducting a semester long teaching practice,which take blended teaching as the realistic situation.The study combined with the mixed research paradigm which are qualitative research and quantitative research,form the following conclusions:(1)Mixed learning engagement has a multi-dimensional structure,including behavioral engagement,cognitive engagement,emotional engagement,and interaction engagement.Among them,cognitive engagement has the greatest explanatory power on blended learning engagement,which in turn is emotional engagement,behavioral engagement and social interaction engagement.There was an interaction effect among the four components.Emotional involvement had a significant positive effect on both cognitive involvement and social interaction involvement.Interaction engagement has a significant positive effect on cognitive engagement.Cognitive engagement has a significant positive effect on behavioral engagement.(2)A learning engagement scale with high reliability and validity is designed and developed,which is suitable for online and offline blended learning environment,involving two levels of classroom learning engagement and online learning engagement,and focusing on the measurement of deep learning engagement.Furthermore,the present situation of college students' blended learning investment is investigated.The results show that the overall level of blended learning engagement of college students is not high,and the cognitive engagement and interactive engagement are low.(3)Amos structural equation was used to construct the influencing factor model of mixed learning investment for college students according to relevant theories,and the main factors influencing mixed learning investment were systematically explored.It is found that individual psychological characteristics of students,teaching design,perceptual learning support are the main factors that affect the blended learning engagement.The influencing process are following:There are three sub-factors which are self-efficacy,computer selfefficacy and learning motivation in individual psychological characteristics of students.There are three sub-factors which are online activity design,learning task design and evaluation design in the teaching design of teachers.There are two sub-factors which are technical support and emotional support in perceptual learning support level.The influence effect of three factors on each element of blended learning input is the individual psychological characteristics of students mainly affect the behavioral input,teacher instructional design mainly affects cognitive input,perceptual learning support mainly affects affective engagement and interactive engagement.(4)The overall goal is to promote learner's blended learning engagement.This paper designs the intervention framework from the intervention principle,approach,process and practice of intervention.According to the mixed teaching practice,18 specific intervention strategies were designed in five stages.Among them,the intervention strategy in the preparation stage of learning includes the guidance of goal value to guide teachers'expectation to transfer technology and resource use.Intervention strategies in the stage of autonomous learning include Knowledge map,Self-study task list,Online learning strategy guidance,Learning progress bar,Study supervision and reminder,Learning motivation stimulation.Intervention strategies for consolidating the internalization phase include Effective questioning,Discuss design and guidance,Learning interactive tools.Intervention strategies for applying the migration phase include Task design and guidance,Collaborative learning method guidance,Guidance documents and Supporting tools.Intervention strategies in the evaluation reflection stage include Evaluative feedback,Peer response,Reflective guidance and so on.(5)The MOOC course Technology and Educational Application and the MOOC platform of the education major in Z University are based,a semester-long intervention practice was conducted.Quasi-experimental research method was used in this paper,the practical effect of the intervention strategy is tested from three aspects:the level of blended learning,the learning process and the learning result.It found that the intervention strategies have a positive effect on learners' mixed learning behavior,learning process and learning results,it promoted the improvement of mixed learning level,improved the level of investment in in-depth learning.At the same time,there is room for further improvement and optimizationThe innovation of this paper is embodied in two aspects.The first one is the innovation of research content.In other words,the composition and relationship of hybrid learning input are explored,the influencing factor model of hybrid learning input is constructed,further deepen and expand the study of learning input.The second one is teaching application innovation.The research closely combined with the mixed teaching practice to design a specific intervention strategy,the effectiveness of intervention strategy is verified by teaching demonstration,it can provide guidance and reference for front-line teachers to carry out mixed teaching design and practice,improve the mixed teaching effect deeply.There are still some limitations and shortcomings in this paper.The model needs to be further verified and improved in the future,,and the intervention strategy should be continuously optimized in practice and promoted in different courses.