Research on the effect of mixed teaching strategies on students' ambidextrous innovation

IF 2.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Studies in Educational Evaluation Pub Date : 2024-08-05 DOI:10.1016/j.stueduc.2024.101390

Xiao Meng , Deqiang Niu , Lili Ding , Lei Wang

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Abstract

Mixed teaching strategies have caused a fierce debate about teaching quality in China's higher education. Based on theories of constructivism and self-regulation, we examine the impact of mixed teaching strategies on learners' ambidextrous innovation capacities. Utilizing a questionnaire survey of 412 undergraduate and graduate students from 36 Chinese higher education institutions, this research demonstrates that combining metacognitive strategies with motivational and collaborative approaches enhances exploratory innovation ability, while the pairing of metacognitive and collaborative strategies promotes exploitative innovation. Furthermore, the study identifies significant differences in the effectiveness of mixed teaching strategies based on students' self-efficacy and teaching acceptance levels. These findings highlight the importance of tailoring mixed teaching strategies to individual characteristics for optimal learning outcomes and fostering students' innovative potential. This research contributes to the discourse on effective teaching practices in Chinese higher education by proposing a mixed teaching strategies matrix informed by self-efficacy and teaching acceptance, offering valuable guidance for educators seeking to cultivate students' innovative abilities.

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混合式教学策略对学生灵巧创新能力的影响研究

混合式教学策略在中国高等教育中引起了关于教学质量的激烈讨论。基于建构主义和自我调节理论，我们研究了混合教学策略对学习者双向创新能力的影响。通过对来自 36 所中国高等院校的 412 名本科生和研究生进行问卷调查，本研究表明，将元认知策略与激励和协作方法相结合能提高探索性创新能力，而元认知策略与协作策略的搭配则能促进开发性创新。此外，研究还发现，基于学生的自我效能感和教学接受程度，混合教学策略的效果存在显著差异。这些发现凸显了根据个人特点调整混合教学策略以获得最佳学习效果和培养学生创新潜能的重要性。本研究提出了以自我效能感和教学接受度为基础的混合教学策略矩阵，为教育工作者培养学生的创新能力提供了有价值的指导，从而为中国高等教育的有效教学实践做出了贡献。

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来源期刊

Studies in Educational Evaluation Multiple-

CiteScore

6.90

自引率

6.50%

发文量

审稿时长

62 days

期刊介绍： Studies in Educational Evaluation publishes original reports of evaluation studies. Four types of articles are published by the journal: (a) Empirical evaluation studies representing evaluation practice in educational systems around the world; (b) Theoretical reflections and empirical studies related to issues involved in the evaluation of educational programs, educational institutions, educational personnel and student assessment; (c) Articles summarizing the state-of-the-art concerning specific topics in evaluation in general or in a particular country or group of countries; (d) Book reviews and brief abstracts of evaluation studies.