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首页> 外文期刊>The internet and higher education >A guide to establishing hybrid learning courses: Employing information technology to create a new learning experience, and a case study
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A guide to establishing hybrid learning courses: Employing information technology to create a new learning experience, and a case study

机译：建立混合学习课程的指南：利用信息技术创造新的学习体验和案例研究

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摘要

Hybrid learning, or blended learning, has become an interesting learning delivery method in recent years. Many universities have sought to develop their own hybrid learning courses as another option for students and instructors who prefer to replace some portion of traditional face-to-face meeting time with online instruction. This paper provides some pragmatic guidance for establishing hybrid learning courses in universities. The authors focus on the use of information technology, as well as the development and the design of the course content. The paper also illustrates a case study of hybrid learning courses at NJIT. The research results showed no significant difference between the performance of the students who took a course in hybrid mode versus the performance of those who took the identical course in distance learning mode. Some positive feedback in terms of perceived benefit from the hybrid course instruction and course materials was obtained from the students. The student learning styles were also investigated. The results demonstrated that the majority of students who participated in the hybrid learning course are active/ sensing/sequential/visual learners. Most of them preferred visual presentations to verbal explanations. The research results also revealed the difference between learning styles of students with high performance, and those with low performance.
机译：近年来，混合学习或混合学习已成为一种有趣的学习提供方法。许多大学都试图开发自己的混合学习课程，作为学生和教师的另一种选择，他们希望用在线教学代替传统的面对面会议时间的一部分。本文为在大学中建立混合学习课程提供了一些实用的指导。作者专注于信息技术的使用，以及课程内容的开发和设计。本文还说明了新泽西理工学院混合学习课程的案例研究。研究结果表明，在混合模式下学习课程的学生的表现与在远程学习模式下学习相同课程的学生的表现没有显着差异。从混合课程指导和课程材料中获得了一些关于感知收益的积极反馈。还研究了学生的学习风格。结果表明，参加混合学习课程的大多数学生是主动/感知/顺序/视觉学习者。他们中的大多数人倾向于视觉呈现而不是口头解释。研究结果还揭示了高性能和低绩效学生的学习方式之间的差异。

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