Design And Practice Of Interactive Strategies To Promote Self-regulated Learning Of College Students In Liended Courses

The advent of the information age continues to drive the transformation of traditional teaching and learning methods,and blended learning is gradually becoming a new trend in higher education.The learning effect of blended learning is influenced by both online learning and traditional teaching.However,during online learning,college students are prone to the dilemma of unclear goals and divided attention,which makes it difficult to effectively manage distractions.Therefore,how to improve college students’ self-regulated learning ability in a blended learning environment has become the focus of this study,and interaction,as the link of teaching activities,can play a role in integrating online and offline learning environments.This study aims to promote college students’ self-regulated learning ability through the design of effective interactive strategies.Through literature review and research synthesis,this study has constructed an interactive strategy framework based on the objectives and rationale of interactive strategies in blended courses,in order to promote self-regulated learning among college students in blended environments.The framework includes the following strategies: self-paced strategy based on micro-video,problem-solving strategy based on collaborative learning,teaching feedback strategy based on learning system,and peer-assessment strategy based on self-reflection.In addition to the specific strategies,this study has designed a corresponding interactive strategy teaching process for course learning,including establishing a contract,autonomous learning,problemsolving,classroom teaching,teacher feedback,and self-reflection.These four interactive strategies have been applied throughout the entire teaching process.This study selected undergraduates majoring in educational technology at Zhejiang Normal University in 2021 as research subjects and conducted two rounds of action research in the "Multimedia Technology" course.Based on teaching practice and student feedback,the framework was revised and improved.By comparing the changes in college students’ self-regulated learning ability before and after the two rounds of action research,combined with online and offline interactive data and grades to test the effectiveness of the framework,the study found that:(1)University students’ ability to self-regulate their learning has been improved,and they have shown significant differences in goal setting,self-monitoring,and selfreflection.(2)Whether online or offline,student interaction is more frequent and stable,and the implementation of interactive strategies has improved learners’ deep-level interaction level,with "analysis" and "evaluation" as the main focus.(3)There are significant differences in learners’ unit test scores,reflecting that interactive strategies can effectively improve learners’ learning outcomes.