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首页> 外文会议>International Symposium on Educational Technology >An Investigation of Academic Self-Efficacy, Intrinsic Motivation and Connected Classroom Climate on College Students' Engagement in Blended Learning
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An Investigation of Academic Self-Efficacy, Intrinsic Motivation and Connected Classroom Climate on College Students' Engagement in Blended Learning

机译：学术自我效能感，内在动机和课堂气氛对大学生参与混合学习的影响

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摘要

Blended learning has become an important trend in the development of higher education in recent years. However, maintaining college students' engagement has been problematic. To better understand college students' engagement and continuation of blended learning, this study employed the mixed method to examine college students' engagement and three major factors (academic self-efficacy, intrinsic motivation, and connected classroom climate) that were related to students' learning. The results revealed that college students' academic self-efficacy, intrinsic motivation and connected classroom climate were found to significantly impact college students' engagement. These findings can provide instructors with some strategies to improve students' engagement in blended learning. And administrators and researchers can apply this knowledge to implement, improve, and assess blended learning.
机译：混合学习已成为近年来高等教育发展的重要趋势。但是，保持大学生的参与一直是个难题。为了更好地理解大学生的参与性和混合学习的持续性，本研究采用混合方法来检查大学生的参与性以及与学生学习相关的三个主要因素（学术自我效能感，内在动机和相关的课堂气氛） 。结果显示，大学生的学业自我效能感，内在动机和相互联系的课堂气氛被发现对大学生的参与度有显着影响。这些发现可以为教师提供一些策略，以提高学生在混合学习中的参与度。管理人员和研究人员可以将这些知识应用到实施，改进和评估混合学习中。

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