PDF(Pubmed)
Abstract：
Blended learning has grown in importance in colleges since the COVID-19 pandemic because it is a creative and effective extension of traditional education. The aim of this paper is to characterize how students\' ability affects their desire for continuous learning in a blended learning environment. In order to do this, a proposed and tested integral model of students\' flow in blended learning environments is constructed. This is achieved by a survey resulting in a sample of 344 valid questionnaires. The theoretical model was tested and validated using the standard methodological procedure based on exploratory and confirmatory analyses. According to the results, the students\' web skills and social skills significantly impact the flow experience in a positive way, and metacognitive regulating ability has a significant negative impact on flow experience, which in return significantly impact the continuous learning intention. In conclusion, some suggestions for teachers and the online teaching systems are put forward to improve students\' continuous learning intention.
摘要：
自COVID-19大流行以来，混合学习在大学中变得越来越重要，因为它是传统教育的创造性和有效的延伸。本文的目的是描述学生的能力如何影响他们在混合学习环境中持续学习的愿望。为了做到这一点，构建了混合学习环境中学生流的建议和测试积分模型。这是通过一项调查实现的，该调查产生了344份有效问卷的样本。使用基于探索性和验证性分析的标准方法学程序对理论模型进行了测试和验证。根据结果,学生的网络技能和社交技能以积极的方式显著影响流动体验，元认知调节能力对心流体验有显著的负面影响,反过来，这显著影响了持续学习的意愿。总之,对教师和网上教学系统提出了一些建议，以提高学生的持续学习意愿。
