石豫湘 卢 锋
（南京邮电大学 教育科学与技术学院，江苏 南京 210023）
【摘 要】数字时代，混合式学习已成为一种重要的学习方式，然而对于“究竟什么影响以及如何影响大学生混合式有效学习行为”这一问题仍需深入挖掘。对24名进行混合式学习的大学生进行深度访谈，运用扎根理论探究影响大学生有效学习行为的因素并建构理论框架，研究表明，有效学习心理意识、学习投入、自我支持、学习资源、重要他人是影响大学生混合式有效学习行为的5个主范畴。其中，有效学习心理意识直接影响大学生混合式有效学习行为；学习投入调节混合式有效学习心理意识与混合式有效学习行为的关系；自我支持、学习资源、重要他人既通过影响学习投入间接作用于混合式有效学习行为，也调节有效学习心理意识与混合式有效学习行为的关系。在此基础上，探析促进大学生混合式有效学习行为产生的可行路径：混合式课程内容的分级设计、促进自我支持的脚手架提供以及教师和同伴支持的策略设计。
【关键词】混合式学习；有效学习行为；影响因素；扎根理论
Influencing Factors of Blended Effective Learning Behavior among College Students: Grounded Theory Research Based on “Digital Video Design and Production Technology” Course
SHI Yuxiang and LU Feng
(School of Educational Science and Technology, Nanjing University of Posts and Telecommunications, Nanjing 210023, China)
Abstract: In the digital age, blended learning has emerged as a pivotal method of education. However, “what influence and how to influence the blended effective learning behavior of college students”needs further exploration. Extensive interview was conducted with 24 college students who were actively engaged in blended learning, aiming to explore factors that influence effective learning behavior among college students, and to establish a theoretical framework through grounded theory. Results show that the five primary factors are effective learning psychological awareness, learning engagement, self-support, learning resources and significant others. Notably, effective learning psychological awareness directly influences the blended effective learning behavior. Learning engagement serves as a regulatory factor in the relationship between blended effective learning psychological awareness and blended effective learning behavior. Furthermore, the interplay of self-support, learning resources and significant others not only indirectly affects learning engagement but also modulates the relationship between the psychological consciousness of effective learning and blended effective learning behavior. Based on the above findings, this article delved into practical strategies in facilitating college students’ blended effective learning behavior: hierarchical design of blended course content, scaffolding to foster self-support, and formulation of effective teacher and peer support strategies.
Keywords: blended learning; effective learning behavior; influencing factors; grounded theory
下载： 
大学生混合式有效学习行为影响因素.pdf
