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1、    混合教學環(huán)境下大學生學習投入影響機制研究教學行為的視角    francis,r.,& shannon,s.j.(2014).engaging with blended learning to imporve students learning outcomes. european journal of engineering education,38(4),359-369.fredricks,j.a.,blumenfeld,p.c.,& paris,a.h.(2004).school engagement:potential o

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3、ed learning:uncovering its transformative potential in higher education. the internet and higher education,7(2),95-105.garrison,d.r.,& vaughan,n.d.(2008).blended learning in higher education:framework,principle and guidelines(pp.76,79-81).san francisco:jossey-bass.greenwood,c.r.(1996).the case f

4、or performance-based models of instruction. school psychology quarterly,11(4),283-296.greenwood,c.r.,horton,b.t.,& utley,c.a.(2002).academic engagement:current perspectives in research and practice. school psychology review,31(3),328.grow,g.o.(1991).teaching learners to be self-directed. adult e

5、ducation quarterly,41(3),125-149.gunuc,s.,& kuzu,a.(2014).factors influencing student engagement and the role of technology in student engagement in higher education:campus-class-technology theory. the trukish online journal of qualitative inquiry,5(4),86-113.gunuc,s.,& kuzu,a.(2015).student

6、 engagement scale:development,reliability and validity. assessment & evaluation in higher education,40(4),587-610.halverson,l.r.,graham,c.,& spring,k.j.,et al.(2014).a thematic analysis of the most highly cited scholarship in the first decade of blended learning research. the internet and hi

7、gher education,20,20-34.hu,s.,& kuh,g.d.(2002).being(dis)engaged in educationally purposeful activities:the influences of student and institutional characteristics. research in higher education,43(5),555-575.kahu,e.r.(2013).framing student engagement in higher education. studies in higher educat

8、ion,38(5),758-773.kim,m.k.,kim,s.m.,khera,o.,& getman,j.(2014).the experience of three flipped classrooms in an urban university:an exploration of design principles. the internet and higher education,22,37-50.korr,j.,derwin,e.b.,greene,k.,& sokoloff,w.(2012).transitioning an adult-serving un

9、iversity to a blended learning model. the journal of continuing higher education,60,2-11.kuh,g.d.(2002).the national survey of student engagement:conceptual framework and overview of psychometric properties. indiana university center for postsecondary research(pp.2-6).bloomington,in.kuh,g.d.(2003).w

10、hat were learning about student engagement from nsse. change,35,24-31.kuh,g.d.,chen,d.,& nelson laird,t.f.(2007).why teacher-scholars matter:some insights from fsse and nsse. liberal education,93,40-45.kuh,g.d.,& hu,s.(2001)learning productivity at research universities. the journal of highe

11、r education,72(1),1-28.ma,j.,han,x.,& cheng,jg.,et al.(2015).examining the necessary condition for engagement in an online learning environment based on learning analytics approach:the role of the instructor. internet and higher education,24,26-34.manwaring,k.c.,larsen,r.,graham,c.r.,henrie,c.r.

12、,& halverson,l.r.(2017).investigating student engagement in blended learning settings using experience sampling and structural equation modeling. internet and higher education,35,21-33.mcgee,p.,& reis,a.(2012).blended course design:a synthesis of best practices. journal of asynchronous learn

13、ing networks,16(4),7-22.nespor,j.(2006).technology and the politics of instruction(pp.67-68).mahwah,nj:lawrence earlbaum and associates.ocak,m.a.(2001).why are faculty members not teaching blended courses? insights from faculty members. computer & education,56(3),689-699.osguthorpe,b.r.,& gr

14、aham,c.r.(2003).blended learning environments;definitions and directions. the quarterly review of distance education,4(3),227-233.pellas,n.(2014).the influence of computer serf-efficacy,metacognitive self-regulation and self-esteem on student engagement in online learning programs:evidence from the

15、virtual world of second life. computers in human behavior,35,157-170.pollock,p.h.,hamann,k.,& wilson,b.m.(2011).learning through discussions:comparing the henefits of small-group and large-class settings. journal of political science education,7,48-64.printrich,p.r.,& de groot,e.v.(1990).mot

16、ivational and self-regulated learning components of classroom academic performance. journal of educational psychology,82,33-40.reiss,m.,& steffens,d.(2010).hybrid toolboxes:conceptual and empirical analysis of blending patterns in application of hybrid media. technological and economic developme

17、nt of economy,16(2),305-326.shea,p.,li,c.s.,& pickett,a.(2006).a study of teaching presence and student sense of learning community in fully online and web-enhanced college courses. the internet and higher education,9(3):175-190.skinner,e.a.,furrer,c.,& marchand,g.,et al.(2008).engagement an

18、d disaffection in the classroom:part of a larger motivational dynamic?.journal of educational psychology,100(4),765-781.walker,c.,greene,b.,& mansell,r.(2006).identification with academics,intrinsic/extrinsic motivation,and self-efficacy as predictors of cognitive engagement. learning & individual differences,16,1-1

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