评估大学使用的混合学习技术有效性的标准

Q1 Social Sciences
N. Bordovskaia, E. Koshkina, L. A. Melkaya, M. Tikhomirova
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引用次数: 1

摘要

介绍。混合学习技术在高校的积极应用凸显了其有效性问题。要解决这一问题,需要进一步明确混合学习技术的特点和绩效指标的选择。本文的研究目的是为混合学习技术的选择和有效性的评估标准进行论证,并建立其在大学教育实践中表现的多层次指标体系。材料与方法。学术文献的系统分析方法,科学信息的分组,建模,评分尺度,比较和数理统计方法。它还包括在俄罗斯大学的学生和教师中进行的在线调查的结果,以及开放式问题“混合学习技术是有效的,如果……”的内容分析结果。的“未完成句”方法。结果。在复杂方法的框架内,评估混合学习技术有效性的有效、教学和资源标准的选择已经得到证实。结果表明,在评估混合学习技术的有效性时,学生优先选择教学标准,其次是资源标准;教师优先考虑资源标准,其次是教学标准。讨论与结论。研究成果有助于形成评估混合学习技术有效性标准体系的科学思路,提高混合学习技术在高等教育系统中应用的管理决策的合理性水平。本文的材料对大学教学人员和管理人员,以及关注混合式学习和现代教育技术有效性分析和评估的研究人员都有帮助。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Criteria for Assessing the Effectiveness of Blended Learning Technologies Used at the University
Introduction. The active use of blended learning technologies in universities has highlighted the problem of their effectiveness. The solution to this problem envisages further clarification of the distinctive features of blended learning technology and selection of performance indicators. The purpose of research paper is to justify the selection and define assessment criteria for effectiveness of blended learning technology, and to develop a multi-level system of indicators of their manifestation in university educational practice. Materials and Methods. Methods of systematic analysis of scholarly literature, grouping scientific information, modeling, point-rating scaling, comparison and methods of mathematical statistics. It also includes the results of an online survey conducted among students and teachers at Russian universities and the results of a content analysis of the open-ended question “Blended learning technology is effective if ...” of the “Unfinished sentences” methodology. Results. Within the framework of the complex approach, the selection of effective, didactic and resource criteria for assessing the effectiveness of blended learning technology have been substantiated. It was revealed that students prefer the didactic, and then the resource criterion in assessing the effectiveness of blended learning technologies, and teachers consider the resource criterion to be a priority, followed by the didactic one. Discussion and Conclusion. The research results contribute to the development of scientific ideas about the system of criteria for assessing the effectiveness of blended learning technology and increasing the level of reasonability of managerial decisions on their application in the higher education system. The article materials will be useful for university teaching staff and managers, as well as researchers concerned with analysis and assessment of blended learning and modern educational technologies’ effectiveness.
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来源期刊
Integration of Education
Integration of Education Social Sciences-Education
CiteScore
1.30
自引率
0.00%
发文量
37
审稿时长
16 weeks
期刊介绍: The journal was established by the resolution of the Russian Federation State Committee on Higher Education, the Ministry of Education of the Russian Federation, the State Assembly and Government of Republic of Mordovia of 12 July 1995. Integration of Education publishes original researches in the field of integration of education. The names and content of the Journal’s sections correspond to the fields of science and groups of specialties of scientific workers in accordance with the Nomenclature of Scientific Specialties in which academic degrees are awarded: 19.00.00 PSYCHOLOGY 13.00.00 PEDAGOGY 22.00.00 SOCIOLOGY
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