在混合环境中采用数字化主动学习策略,培养学生的社会和情感学习技能以及高等教育的参与度

IF 2.8 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH European Journal of Education Pub Date : 2024-09-09 DOI:10.1111/ejed.12748
Amjaad Tariq Mujallid
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引用次数: 0

摘要

COVID-19 大流行导致了向在线学习和混合式学习的转变;然而,大多数学生和教师仍然表示,在线课程在社交互动和参与方面面临更多挑战。本文旨在按照梅里尔斯的第一教学原则模型设计一门互动混合课程,以培养学生的社交和情感学习技能以及在高等教育中的参与度。本文采用混合方法设计,包括问卷调查和访谈,样本人群包括 90 名研究生,分为两组,即实验组和对照组。结果表明,由于实验组的高感知度,实验组和对照组在社会情感学习技能和学生参与度方面存在统计学意义上的显著差异。研究结果还显示,从学生的角度来看,应用这些策略似乎支持的最主要的社会情感学习技能是自我意识和社会意识。研究还发现,教师的存在、有效的课程设计和技术的适当使用对学生的参与度有很大影响。
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Digital Active Learning Strategies in Blended Environments to Develop Students' Social and Emotional Learning Skills and Engagement in Higher Education
The COVID‐19 pandemic has led to a shift towards online and blended learning; however, most students and faculty members still report more challenges in online courses regarding social interaction and engagement. This paper aimed to design an interactive blended course following Merrills' first principles of instruction model to develop students' social and emotional learning skills and engagement in higher education. A mixed‐method design, including questionnaires and interviews, was used with a sample population which consisted of 90 graduate students and divided into two groups, an experimental and a control group. The results showed that there were statistically significant differences between the experimental and control groups in‐terms of social–emotional learning skills and students' engagement due to the high perception of the experimental group. The findings also revealed that the most dominant social–emotional learning skills that appeared to be supported by applying these strategies from the students' point of view were self‐awareness and social awareness. The study also found that instructor presence, effective course design and appropriate use of technology significantly influenced students' engagement.
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来源期刊
European Journal of Education
European Journal of Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
4.50
自引率
0.00%
发文量
47
期刊介绍: The prime aims of the European Journal of Education are: - To examine, compare and assess education policies, trends, reforms and programmes of European countries in an international perspective - To disseminate policy debates and research results to a wide audience of academics, researchers, practitioners and students of education sciences - To contribute to the policy debate at the national and European level by providing European administrators and policy-makers in international organisations, national and local governments with comparative and up-to-date material centred on specific themes of common interest.
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