Influencing Factors of Blended Teaching from the Perspective of University Studentsx
Volume 8, Issue 6, November 2019, Pages: 301-306
Received: Nov. 18, 2019;
Published: Nov. 18, 2019
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Jing Wang, School of Artificial Intelligence, The Open University of Guangdong, Guangzhou, China
Bingcheng Qiu, School of Artificial Intelligence, The Open University of Guangdong, Guangzhou, China
Huijie Ding, School of Artificial Intelligence, The Open University of Guangdong, Guangzhou, China
Rajesh Kaluri, Department of Software and Systems Engineering, Vellore Institute of Technology, Vellore, India
The rapid development of educational informationization has put forward new requirements for teaching mode. Blended teaching under the background of information technology has become the focus of higher education teaching reform, and the research on the influencing factors of the implementation effect of blended teaching has attracted more and more researchers ‘attention. This study aims to investigate students’ views on the effect of blended teaching from the perspective of college students who once participated in blended teaching activities. This paper conducts a theoretical study on the influencing factors of blended teaching, and conducts an empirical study on the influencing factors of blended teaching effect by means of questionnaires. The results show that personal interests and attitudes and curriculum design are the main factors affecting the effectiveness of blended teaching. Moreover, teachers' professional image, curriculum design and Teaching Platform Functions all have a significant impact on students' interest and attitude in participating in blended teaching. Finally, this paper puts forward some suggestions to strengthen the "student-centered" teaching consciousness, optimize the "student-centered" teaching design, attach importance to the improvement of teachers' professional image, and select a suitable blended teaching platform.
Influencing Factors of Blended Teaching from the Perspective of University Studentsx, Education Journal.
Vol. 8, No. 6,
2019, pp. 301-306.
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