Research Article
The Role of Blended Teaching Models Based on Empirical Teaching Theory in Enhancing Students' Autonomous Learning Ability
@INPROCEEDINGS{10.4108/eai.8-9-2023.2339957, author={Zhongbao Ma and Prasert Ruannakarn and Wei Li and Gujuan Jiang and Chunqing Li}, title={The Role of Blended Teaching Models Based on Empirical Teaching Theory in Enhancing Students' Autonomous Learning Ability}, proceedings={Proceedings of the 4th International Conference on Modern Education and Information Management, ICMEIM 2023, September 8--10, 2023, Wuhan, China}, publisher={EAI}, proceedings_a={ICMEIM}, year={2023}, month={11}, keywords={empirical pedagogy; blended teaching; autonomous learning}, doi={10.4108/eai.8-9-2023.2339957} }- Zhongbao Ma
Prasert Ruannakarn
Wei Li
Gujuan Jiang
Chunqing Li
Year: 2023
The Role of Blended Teaching Models Based on Empirical Teaching Theory in Enhancing Students' Autonomous Learning Ability
ICMEIM
EAI
DOI: 10.4108/eai.8-9-2023.2339957
Abstract
Autonomous learning ability is a crucial ability to adapt to the development of social productivity in lifelong learning. Based on empirical pedagogy, a blended teaching model with a cloud classroom as the carrier was developed, and a Likert scale was used to investigate its effect on the cultivation of college students' autonomous learn-ing ability. The results showed that college students' autonomous learning ability was significantly improved in five dimensions: learning motivation, learning strategy, self-monitoring, self-regulation, and learning environment, and students had high satisfac-tion with the teaching model and their academic performance was significantly im-proved (P<0.05). This blended teaching model significantly promotes autonomous learning ability.
