Research On The Influence Factors Of Blended Learning In College Physics

With the development of the Internet,the integration of information technology and education field is deepening day by day.Blended learning,as a teaching mode formed under the background of educational informationization,combines the advantages of online learning and offline learning,effectively meets the objective needs of personnel training in the Internet era,and provides a new way for promoting the reform of educational informationization in China.Taking the College Physics Course of Yangtze University as an example,this study explores the influence factors of the blended learning,and the path relationship between the factors and the learning effect from the quantitative point of view.And on this basis,case studies are conducted from a qualitative point of view to optimize the blended learning model of College physics.The main contents of this study are:(1)Construction of blended learning model in College Physics.Taking Yangtze University as an example,a blended learning model suitable for college physics is constructed according to the characteristics of local colleges.(2)Construction of influence factors model of blended learning in College Physics.Based on the existing research results,six factors of blended learning are proposed,namely learner characteristics,curriculum characteristics,technical characteristics,environmental impact,perceived usefulness and perceived ease of use.On the basis of extended technology acceptance model(TAM2),the influence factors model of blended learning is constructed and the research hypothesis is put forward.(3)Compilation of College Physics blended learning questionnaire.Combining with the situation of local colleges,the questionnaire of influence factors has been compiled and revised through literature review,consultation experts,prediction test and other stages.(4)Data analysis and model modification.After two rounds of empirical research and data analysis,the theoretical model is gradually revised,and the path relationship between learning effect and influence factors is determined by Amos software.(5)Case study.Interviews were conducted with learners of different grades who participated in blended learning to supplement the influence factors model.The main conclusions of this study are:(1)In blended learning,learner characteristics,educational technology characteristics and curriculum characteristics have significant positive effects on perceived usefulness,among which learner characteristics have the greatest impact;At the same time,perceived usefulness has a significant positive impact on learning effect.(2)The technology characteristics and curriculum characteristics have a significant positive impact on perceived ease of use,which is comparable;but there is no significant correlation between perceived ease of use and learning effect.(3)The influence of perceived usefulness on learning effect is influenced by gender factors,and the influence of boys is significantly higher than that of girls.(4)Blended learning model is especially effective for middle-level learners(Learners with scores between 70 and 89 in College Physics A(I)Examination).(5)The effect of blended learning is also influenced by other factors such as learning habits,personality characteristics and so on.