MARC details
| 000 -LEADER |
|---|
| fixed length control field |
03286ntm a2200313 i 4500 |
| 003 - CONTROL NUMBER IDENTIFIER |
|---|
| control field |
MY-KuUP |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
|---|
| control field |
20260407144038.0 |
| 006 - FIXED-LENGTH DATA ELEMENTS--ADDITIONAL MATERIAL CHARACTERISTICS |
|---|
| fixed length control field |
t||||fr|||| 000 0 |
| 007 - PHYSICAL DESCRIPTION FIXED FIELD--GENERAL INFORMATION |
|---|
| fixed length control field |
ta |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
|---|
| fixed length control field |
260407t20252025my a|||fr|||| 000 0 eng d |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
|---|
| International Standard Book Number |
THE0010443 (Local) |
| Qualifying information |
Hardback |
| 040 ## - CATALOGING SOURCE |
|---|
| Original cataloging agency |
UMPSA |
| Language of cataloging |
eng |
| Transcribing agency |
UMPSA |
| Description conventions |
rda |
| 090 ## - LOCALLY ASSIGNED LC-TYPE CALL NUMBER (OCLC); LOCAL CALL NUMBER (RLIN) |
|---|
| Classification number (OCLC) (R) ; Classification number, CALL (RLIN) (NR) |
PSK .B6 2025 r Thesis |
| 100 0# - MAIN ENTRY--PERSONAL NAME |
|---|
| Personal name |
Pan, Bo, |
| Relator term |
author. |
| 245 10 - TITLE STATEMENT |
|---|
| Title |
Exploring factors influencing deep learning among teacher education students in spoc blended learning : |
| Remainder of title |
a case study of hebei minzu normal university / |
| Statement of responsibility, etc. |
Pan Bo |
| 300 ## - PHYSICAL DESCRIPTION |
|---|
| Extent |
xix, 364 pages : |
| Other physical details |
illustrations (some color) ; |
| Dimensions |
30 cm. + |
| Accompanying material |
1 CD-ROM |
| 336 ## - CONTENT TYPE |
|---|
| Source |
rdacontent |
| Content type term |
text |
| 337 ## - MEDIA TYPE |
|---|
| Source |
rdamedia |
| Media type term |
unmediated |
| 338 ## - CARRIER TYPE |
|---|
| Source |
rdacarrier |
| Carrier type term |
volume |
| 347 ## - DIGITAL FILE CHARACTERISTICS |
|---|
| Source |
rda |
| File type |
text file |
| Encoding format |
PDF |
| 500 ## - GENERAL NOTE |
|---|
| General note |
Centre for Human Sciences |
| 502 ## - DISSERTATION NOTE |
|---|
| Dissertation note |
Thesis (Doctor of Philosophy) -- Universiti Malaysia Pahang - 2025 |
| 504 ## - BIBLIOGRAPHY, ETC. NOTE |
|---|
| Bibliography, etc. note |
Includes bibliographical references |
| 520 3# - SUMMARY, ETC. |
|---|
| Summary, etc. |
The cultivation quality of teacher education students directly affects educational equity, cultural transmission, and sustainable development. Deep learning is essential for enhancing their knowledge transfer, application, and critical thinking, thus serving as a key driver of professional development. With the advancement of educational technology, SPOC (Small Private Online Course) blended learning provides a flexible and personalized environment that supports teaching quality and fosters deep learning. Despite its importance, existing research often remains at the macro level and lacks empirical studies that consider the specific developmental characteristics of teacher education students, especially regarding student engagement, knowledge transfer and application, and critical thinking. To address this gap, the present study integrates humanistic learning theory and the Constructivist Learning Environment (CLE) framework, adopting a quantitative design that combines interviews with 13 teachers and survey data from 685 students. Through this approach, the study identifies and validates the key factors influencing deep learning in SPOC environments and develops the SC–TC–EES–TR model, which incorporates Student Competence (SC), Teacher Competence (TC), Educational Ecosystem Support (EES), and Teaching Resources (TR). Findings reveal that student competence has significant direct effects on all dimensions of deep learning, while teacher competence influences outcomes indirectly through students, resources, and ecosystem support. Teaching resources exert positive effects via student competence, and ecosystem support plays a crucial role in knowledge transfer and application. Additional factors, such as learning motivation, platform use, and teaching motivation, also shape outcomes in specific dimensions. This study contributes to clarifying the mechanisms of deep learning in SPOC blended learning, enriches the theoretical framework of deep and blended learning, and provides practical implications for instructional design, resource optimization, and the cultivation of high-quality teacher education students. |
| 610 20 - SUBJECT ADDED ENTRY--CORPORATE NAME |
|---|
| Corporate name or jurisdiction name as entry element |
Centre for Human Sciences |
| General subdivision |
Dissertations |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Universities and colleges |
| General subdivision |
Dissertations |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Theses |
| General subdivision |
Dissertations |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
|---|
| Source of classification or shelving scheme |
Library of Congress Classification |
| Koha item type |
Thesis |