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Towards the Differences on Deep Learning of Students in Blended Learning Environment

机译：混合学习环境中学生深度学习的差异

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摘要

Blended learning has been widely implemented in education and attracted researchers' attention recently. To explore the impact of blended learning environment on students' deep learning, we investigated the learning behaviors and cognitive behaviors in a blended undergraduate course. The study findings inform that learning behaviors of deep learners and surface learners are not completely different, and the vital differences are reflected in some key behaviors, such as the active behaviors in class, the interactional editing behaviors on the learning platform, and the meaning negotiation on cognitive aspect; the behaviors of deep learners are usually in a specific sequence, whereas the behaviors of surface learners are mostly disorder and of single type. The critical method for teachers to facilitate students' deep learning is to pay more attention on key behaviors, as well as to design delicate learning steps to make learners' behaviors happen orderly.
机译：混合学习已在教育中得到广泛实施，并且最近引起了研究人员的注意。为了探讨混合学习环境对学生深度学习的影响，我们研究了混合型本科课程中的学习行为和认知行为。研究发现表明，深度学习者和表面学习者的学习行为并没有完全不同，重要的差异反映在一些关键行为上，例如课堂上的主动行为，学习平台上的交互编辑行为以及意义协商。在认知方面;深度学习者的行为通常按特定的顺序进行，而表面学习者的行为则大多为无序和单一类型。教师促进学生深度学习的关键方法是更加关注关键行为，并设计精细的学习步骤以使学习者的行为有序发生。

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