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The Role of Blended Instructional Models Based on Deep Learning Theory in Enhancing Students Autonomous Learning Ability in Chinese Higher Vocational Colleges |
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PP: 947-959 |
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doi:10.18576/jsap/130309
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Author(s) |
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Zhongbao Ma,
Prasert Ruannakarn,
Apiradee Jansaeng,
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Abstract |
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| In recent years, the continuous development of information technology has made traditional teaching methods gradually withdraw from the trend. Also, the blended instructional models has become the mainstream. The requirements for students autonomous learning ability in the current environment have been further improved. The research in this paper is based on constructivist theory, cognitive load theory, metacognitive theory, and blended learning theory of cognition. Then this paper investigates the role of blended instructional models, which is based on deep learning theory, in improving the autonomous learning ability of students in Chinese higher vocational colleges and universities through questionnaire surveys and using statistical software for analysis data. The results of the study showed that the blended instructional models based on deep learning could promote students deep learning and improved their mental health literacy and autonomous learning ability.
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