北京航空航天大学学报社科版 ›› 2020, Vol. 33 ›› Issue (3): 126-132.DOI: 10.13766/j.bhsk.1008-2204.2019.0412

• 本期特约专家稿件 • 上一篇    下一篇

高校智慧教学工具使用效果研究——以“雨课堂”为例

王秀丽, 沈述宜   

  1. 北京大学 新媒体研究院, 北京 100871
  • 收稿日期:2019-12-02 出版日期:2020-05-25 发布日期:2020-06-03
  • 作者简介:王秀丽(1978-),女,陕西宝鸡人,副教授,博士,研究方向为社交媒体、健康传播、公共关系.

Effects of Intelligent Teaching Tools in Colleges and Universities: A Case Study of “Rain Classroom”

WANG Xiuli, SHEN Shuyi   

  1. School of New Media, Peking University, Beijing 100871, China
  • Received:2019-12-02 Online:2020-05-25 Published:2020-06-03

摘要: 文章借鉴传播学中的"使用与满足"理论,提出了智慧教学工具的"使用与满足"分析框架,并以"雨课堂"智慧教学工具为例,对15所高校的651名学生进行了智慧教学工具使用效果的专项问卷调研。研究发现:高校使用智慧教学工具效果较好,其运行过程基本符合"使用与满足"理论,呈现出"媒介使用需求-媒介使用行为-媒介功能使用满意度-媒介印象"的媒介选择过程的完整路径,但作为被动使用媒介角色的学生,其所产生的媒介印象未能对"媒介使用需求-媒介使用行为"产生调节作用。同时发现,多数学生仅使用基本功能,而对高级功能的使用较少;师生互动得到高度响应,学生的课程参与度提升较大,但学习效果提升略逊,自我实现提升度较低。基于该结论,文章提出关注学生需求并进行智慧教学工具适切功能开发,加强教师培训并鼓励熟练使用,引导教师关注工具使用行为类型和频率对学生学习效果提升的影响,及时观察适时调整教学策略等一系列高校教育教学改进建议。

关键词: 新媒体, 智慧教学工具, 媒介使用行为, 高校, “雨课堂”

Abstract: Based on the "Uses and Gratifications" theory, this paper proposes an analysis framework of "use and gratification" for intelligent teaching tools. Taking "Rain Classroom" intelligent teaching tools as an example, we conducted a questionnaire survey on the effect of intelligent teaching tools applied in higher education with 651 students respondent from 15 universities. The findings have shown that the intelligent teaching tool has proved to be efficient, and its operation process coincides with the "uses and gratification" theory in general, which presents a full path of medium choices "demand motivation-media use behaviors-functional satisfaction-medium impression". However, college students' impression of "rain classroom" does not have a significant moderation effect on the relationship of demand motivation and media use behaviors. In addition, we found that students use the basic functions more frequently, and rarely use the advanced functions. The interaction between teachers and students was highly responsive, and students' participation in the course was greatly improved, but the learning effect as well as the degree of self-realization was only slightly improved. Based on this conclusion, this paper offers a series of suggestions:focus on the students demand for intelligent tools to develop more appropriate function; strengthen the training on teachers and encourage them to make full use of the tools; guide the teachers to pay attention to the influence of the type and frequency of media use behaviors on the improvement of students' learning effects; adjust teaching strategies in terms of the observed current situation of students' learning.

Key words: new media, intelligent teaching tools, media use behaviors, colleges and universities, Rain Classroom

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