[1] 杨银付. “互联网+教育”带来的教育变迁与政策响应[J].教育研究,2016,37(6):4-8. [2] Triola MM, Friedman E, Cimino C, et al. Health information technology and the medical school curriculum[J]. Am J Manag Care, 2010,16(12 Suppl HIT):SP54-56. [3] 吴红斌, 郭建如, 程化琴, 等. 什么样的学生选择医科——基于全国学生调查数据的分析[J].复旦教育论坛,2018,16(6):105-112. DOI: 10.3969/j.issn.1672-0059.2018.06.016. [4] 侯建林, 蔡景一, 董哲, 等. 6129名医学本科生生源及择业意愿研究[J].中华医学教育杂志,2012,32(6):826-830. DOI: 10.3760/cma.j.issn.1673-677X.2012.06.009. [5] Dimaggio P, Hargittai E. From the 'digitaldivide' to 'digital inequality': studying internet use as penetration increases[EB/OL]. [2023-01-02]. https://ideas.repec.org/p/pri/cpanda/15.html. [6] International Bank forConstruction and Development.World development report 2016: digital dividends[EB/OL].[2023-01-02].https://www.worldbank.org/en/publication/wdr2016. [7] Laurie ECD, Kim JHD, José PWJ, et al. Predicting and resolving non-completion in higher (online) education–a literature review[J]. Educational Research Review, 2020, 29:100313. [8] 张济洲, 黄书光. 隐蔽的再生产:教育公平的影响机制——基于城乡不同阶层学生互联网使用偏好的实证研究[J].中国电化教育,2018(11):18-23,132. DOI: 10.3969/j.issn.1006-9860.2018.11.003. [9] The World Bank. Guidance note on education systems' response to COVID19[EB/OL].(2020-03-25)[2023-01-02]. http://pubdocs.worldbank.org/en/450881585235950757/COVID19-Education-Sector-Guidance-Note-March26.pdf. [10] 中国教育科学研究院课题组.大规模在线教育的六点启示[N].光明日报, 2020-04-21(14). [11] Pascarella ET, Seifert TA. How effective are the NSSE benchmarks in predicting important educational outcomes[EB/OL].[2023-01-02].http://www2.education.uiowa.edu/html/iae/iae-z-op-pasc-1-10.pdf. [12] Hrastinski S. A theory of online learningas online participation[J]. Computers & Education, 2009, 52(1):78-82. [13] Fredricks J, McColskey W, Meli J, et al. Measuring student engagement in upper elementary through high school: a description of 21 instruments[EB/OL]. [2023-01-02]. https://files.eric.ed.gov/fulltext/ED514996.pdf. [14] 吴红斌, 王维民, 于晨, 等. 我国临床医学专业本科生特征分析[J].中华医学教育杂志,2021,41(1):1-5. DOI: 10.3760/cma.j.cn115259-20200328-00446. [15] Huang RH, Liu DJ, Tlili A, et al. Handbook on facilitating flexible learning during educational disruption: the Chinese experience in maintaining undisrupted learning in COVID-19 outbreak[EB/OL]. [2023-01-02]. https://www.researchgate.net/publication/339939064_Handbook_on_Facilitating_Flexible_Learning_During_Educational_Disruption_The_Chinese_Experience_in_Maintaining_Undisrupted_Learning_in_COVID-19_Outbreak. [16] 邬大光, 李文. 我国高校大规模线上教学的阶段性特征——基于对学生、教师、教务人员问卷调查的实证研究[J].华东师范大学学报(教育科学版),2020,38(7):1-30. DOI: 10.16382/j.cnki.1000-5560.2020.07.001. [17] Liu S, Gomez J, Khan B, et al. Toward a learner-oriented community college online course dropout framework[J]. International Journal on E-Learning, 2007(6): 519-542. [18] Tpscott D. Grown up digital: how the net generation is changing your world[M]. New York: McGraw-Hill, 2008:6. [19] 杨钋, 徐颖. 数字鸿沟与家庭教育投资不平等[J].北京大学教育评论,2017,15(4):126-154. DOI: 10.19355/j.cnki.1671-9468.201704007. [20] 胡钦太, 刘丽清, 丁娜. 教育公平视域中在线教育的困境与出路[J].中国电化教育,2020(8):14-21. DOI: 10.3969/j.issn.1006-9860.2020.08.003. |