THE MECHANISM EXPLORATION OF HIGH-ORDER LEARNING OF COLLEGE STUDENTS IN A MOOC-BASED BLENDED LEARNING CONTEXT

要旨

This paper is an empirical study of the theoretical exploration of mechanisms to promote students' 14 high-order learning in MOOC-based blended learning contexts. This paper identifies two core 15 components of high-order learning: reflective learning and integrative learning, explores the factors 16 influencing reflective learning and integrative learning among college students in MOOC-based 17 blended learning contexts, and conducts a social survey using a questionnaire. The main factors 18 influencing reflective and integrative learning were compiled through data analysis: self-efficacy, 19 course academic support, and faculty-student interaction support. When designing blended teaching 20 based on MOOC support, full consideration should be given to enhancing students' self-efficacy and 21 increasing the level of course academic support and faculty-student interaction support.