混合方法研究：在线交互平台在混合式学习中的学生偏好
Student Preferences for Online Interaction Platforms in Blended Learning: A Mixed-Methods Study
AI总结：
本研究通过混合方法探讨了混合式学习中学生对在线交互平台的偏好，发现学生更倾向于使用即时通讯平台而非机构管理系统，并识别出影响选择的五个关键因素。
摘要：
随着高等教育越来越多地采用混合式学习，了解学生对在线交互平台的偏好对于有效的课程交付和参与至关重要。本研究调查了本科生在学术交流中偏好的平台，并探讨了这些选择背后的原因。数据来自一所加纳大学两门暑期课程的37名学生，使用包含封闭式和开放式问题的结构化问卷收集。定量结果显示，学生更倾向于使用即时通讯平台如WhatsApp和Telegram，而不是机构学习管理系统。对开放式回答的定性内容分析识别出五个影响平台选择的关键因素：便利性和熟悉度、易用性、可及性、同龄人中的流行度以及对实时互动的支持。这些发现突显了学生交流习惯与机构平台提供之间存在显著不匹配。本研究强调了将数字学习策略与学生现实生活中的数字经验相结合的重要性，以提高混合式学习环境中的互动、协作和学习者满意度。
英文摘要：
As higher education increasingly adopts blended learning, understanding students preferences for online interaction platforms becomes critical for effective course delivery and engagement. This study investigates the platforms undergraduate students prefer for academic communication and explores the underlying reasons for these choices. Data were collected from 37 students enrolled in two summer courses at a Ghanaian university using a structured questionnaire consisting of both closed and open-ended items. Quantitative results revealed a strong preference for instant messaging platforms such as WhatsApp and Telegram over institutional learning management systems. Qualitative content analysis of the open-ended responses identified five key factors influencing platform preference: convenience and familiarity, ease of use, accessibility, popularity among peers, and support for real-time interactions. These findings highlight a significant mismatch between students communication habits and institutional platform offerings. The study highlights the importance of aligning digital learning strategies with students lived digital experiences to enhance interaction, collaboration, and learner satisfaction in blended learning environments.
机构、总结、中文摘要均由AI分析而来，可能存在错误，请以论文正文为准。
