我们的案例研究在世界上排名最高的在线供应商和混合式学习研究生教育管理证实了一个新兴的问题:在每个三个接口在这些交付模型,今天的数字化教育学生和成人教育学越来越不耐烦,早于当代数字技术的常规使用。对于这三种界面，我们的回应是提出创新的教学设计，利用认知和社会心理学理论来解释和预测人类的学习方式。在自我导向学习的界面(即，我们引用动机理论，建议使用叙事动画视频(“NAVs”)作为一种认知/情感设备，以诱导沉浸感，提高满意度和学习成果。我们总结了最近的实验结果，以证实我们的理论。在基于团队的协作学习的界面上，我们提出了一个基于问题的学习模型，它调用了作为用户动机的完整中介的责任机制，并通知了一个能够在近乎实时的情况下进行反馈和反思的同级评估设备。在学习成果测量的界面，我们提出使用自我评估的方法，通过培养学生的自我调节能力，提高满意度和学习成果。对于每一项摘要提案，我们期望进行全面的理论和实证研究。关键词:混合学习，研究生管理教育，多媒体学习.
英国留学作业代写:混合式学习
Our case study research at one of the world’s highest-ranked providers of online and blended learning for graduate management education confirms an emerging problem: At each of three interfaces within those delivery models, today’s digitally literate students are growing impatient with andragogy that predates their routine use of contemporary digital technologies. For each of those three interfaces, we respond by proposing innovative instructional designs that draw upon cognitive and social psychology theories that explain and predict how humans learn. At the interface of self-directed learning (i.e., homework), we invoke motivation theory to propose the use of narrative animated videos (“NAVs”) as a cognitive/affective device for inducing immersion and enhancing satisfaction and learning outcomes. We summarize recent experimental results that confirm our theorizing. At the interface of team-based collaborative learning, we propose a problem-based-learning model that invokes accountability as a full mediator of user motivation and informs a peer assessment device that enables feedback and reflection in near-real time. At the interface where learning outcomes are measured, we propose the use of a self-assessment method that, by cultivating students’ capacity for self-regulation, enhances satisfaction and learning outcomes. For each summary proposal, we anticipate full theoretical and empirical studies. Keywords: blended learning, graduate management education, multimedia learning.
