在线学习非母语学习者群体研究:类别画像与行为特征分析
|
摘要
以慕课为代表的开放在线课程吸引了越来越多的非母语学习者参与,然而当前文献对该学生群体缺少深入的类别画像及学习行为分析。基于此研究需求,通过对中国学生学习一门国际全英文慕课的过程进行实证探索,结合问卷调查数据与在线平台的学习分析数据,对非母语学生群体进行基于聚类的画像。同时,采用LASSO回归的数据挖掘方法对影响在线学习表现和学习体验的关键学习行为变量进行判定和排序。研究结果表明,在线学习环境中非母语学生群体根据学习表现、浏览行为和论坛交互可以分为"成绩较好但不积极""成绩较差且不积极""成绩很好且积极"以及"旁观者"四大类别。查阅文档、浏览网页和论坛发帖行为在某种程度上对在线学习表现有积极影响,但缺少能显著预测在线学习体验的行为变量。该研究揭示了非母语学生群体在线学习的类别差异和关键行为特征,相关结论能指导全球受众的在线学习平台课程的教学设计与实施,进一步提升在线教学的质量和学习体验。
Despite the growing popularity of online open courses such as MOOCs that attract learners globally,the students group of the non-native speakers was rarely examined in the extant literature and little is known regarding its classification and related learning patterns. As a result,this study empirically investigated the learning process of a group of Chinese student in an English MOOC and used cluster analysis to create learner profiles based on learning analytics and survey data. In addition,LASSO regression model was constructed to select and prioritize the key learning behaviors predicting learning performance and learning experience. The results have identified four major learner profiles,and revealed document downloading,webpage browsing,and forum posting as significant predictors for students' online learning performance. The research findings can inform the design and implementation of MOOCs for global access and further improve the quality and experience of MOOC instruction.
Despite the growing popularity of online open courses such as MOOCs that attract learners globally,the students group of the non-native speakers was rarely examined in the extant literature and little is known regarding its classification and related learning patterns. As a result,this study empirically investigated the learning process of a group of Chinese student in an English MOOC and used cluster analysis to create learner profiles based on learning analytics and survey data. In addition,LASSO regression model was constructed to select and prioritize the key learning behaviors predicting learning performance and learning experience. The results have identified four major learner profiles,and revealed document downloading,webpage browsing,and forum posting as significant predictors for students' online learning performance. The research findings can inform the design and implementation of MOOCs for global access and further improve the quality and experience of MOOC instruction.
引文
[1]李晓明,张绒.慕课:理想性、现实性及其对高等教育的潜在影响[J].电化教育研究,2017(2):62-65.
[2]宋姝颖.中美“慕课”发展综述及未来展望[J].今传媒,2016(3):124-126.
[3]袁莉,Stephen Powell,马红亮. Mooc与高等教育的变革[J].中国教育信息化,2014(5):3-5.
[4]Pursel B K,Zhang L,Jablokow K W,et al. Understanding mooc students:motivations and behaviours indicative of mooc completion[J]. Journal of Computer Assisted Learning,2016,32(3):202-217.
[5]罗恒,杨婷婷,伊丽莎·理查德森,等.开放课程中的学习行为分析:来自google analytics的证据[J].中国电化教育,2017(10):8-14.
[6]蒋国珍,张伟远.(2004).问卷法在现代远程教育研究中的应用[J].远程教育杂志,2004(2):56-59.
[7]顾小清,张进良,蔡慧英.学习分析:正在浮现中的数据技术[J].远程教育杂志,2012,30(1):18-25.
[8]Siemens G. What are learning analytics[J]. Nordic Journal of Digital Literacy,2010.
[9]Yukselturk E,Top E. Exploring the link among entry characteristics,participation behaviors and course outcomes of online learners:an examination of learner profile using cluster analysis[J]. British Journal of Educational Technology,2013,44(5):716-728.
[10]姜蔺,韩锡斌,程建钢. Moocs学习者特征及学习效果分析研究[J].中国电化教育,2013(11):54-59.
[11]傅钢善,王改花.基于数据挖掘的网络学习行为与学习效果研究[J].电化教育研究,2014(9):53-57.
[12]李小娟,梁中锋,赵楠,等.在线学习行为对混合学习绩效的影响研究[J].现代教育技术,2017(2):79-85.
[13]宗阳,孙洪涛,张亨国,等. Moocs学习行为与学习效果的逻辑回归分析[J].中国远程教育,2016,36(4):73-74.
[14]李亚员.国内慕课(mooc)研究现状述评:热点与趋势——基于2009—2014年cnki所刊文献关键词的共词可视化分析[J].电化教育研究,2015(7):55-60.
[15]易玉何,马志强,孔丽丽.高校慕课持续使用行为影响因素建模研究——基于持续使用行为理论的视角[J].中国教育信息化,2018(2):17-21.
[16]高地,吴桐.美国“慕课”理论研究与实践的若干前沿问题[J].高校教育管理,2014,8(4):49-54.
[17]朱博顺,程志君,罗玉文,等. Mooc学习者行为大数据的聚类分析[J].教育现代化,2018,5(9):148-150.
[18]魏英玲,何高大.欧盟高校“慕课”(moocs)的现状与发展及对我国高校“慕课”的启示[J].远程教育杂志,2015,33(5):30-37.
[19]江毓君.基于Blackboard平台的在线学习体验影响因素研究[D].陕西师范大学硕士学位论文,2017:93.
[20]Tseng S F,Tsao Y W,Yu L C,et al. Who will pass? analyzing learner behaviors in moocs[J]. Research&Practice in Technology Enhanced Learning,2016,11(1):8.
[21]白倩,赵丽,张舒予.慕课的学习现状与反思——基于我国慕课学习者负动机影响因子的角度[J].现代教育技术,2016,26(12):65-71.
[22]牟智佳,武法提. Mooc学习结果预测指标探索与学习群体特征分析[J].现代远程教育研究,2017(3):58-66.
[23]Biggs J. Individual differences in study processes and the quality of learning outcomes[J]. Higher Education,1979,8(4):381-394.
[24]Yukselturk E,Bulut S. Predictors for student success in an online course[J]. Journal of Educational Technology&Society,2007,10(2):71-83.
[25]赵必华.生师互动何以影响大学生学习结果——学业挑战性与学校归属感的中介效应[J].中国高教研究,2018(3):61-67.
[26]杜瑛,赵展.关于哈密电大学生英语课程网上学习情况的问卷调查及结果分析[J].新疆广播电视大学学报,2014,18(03):23-25.
[27]Masui C,Broeckmans J,Doumen S,et al. Do diligent students perform better? complex relations between student and course characteristics,study time,and academic performance in higher education[J]. Studies in Higher Education,2014,39(4):621-643.
[28]贾积有,缪静敏,汪琼. Mooc学习行为及效果的大数据分析-以北大6门mooc为例[J].工业和信息化教育,2014(9):23-29.
[29]陈海建,戴永辉,韩冬梅,等.开放式教学下的学习者画像及个性化教学探讨[J].开放教育研究,2017,23(3):105-112.
[30]杨进中,张剑平.基于社交网络的个性化学习环境构建研究[J].开放教育研究,2015,21(2):89-97.
[31]Darwish H. The“persona effect”:Shortcomings in the evaluation of pedagogical agents’embodiment[C]∥International Conference on Web and Open Access To Learning. 2015.
[32]钟柏昌.论中小学教育资源库的建设[J].中国远程教育:综合版,2002(11):59-63.
[33]肖君,乔惠,许贞,等.泛在学习环境下基于活动理论的移动mooc设计及实证研究[J].中国电化教育,2017(11):87-94.
[34]张驰,陈刚,王敏娟,等.移动学习中使用em算法的学生聚类分析[J].中国远程教育,2009(5):68-71.
[35]王改花,傅钢善.数据挖掘视角下网络学习者行为特征聚类分析[J].现代远程教育研究,2018(4):106-112.
[36]魏顺平.在线学习行为特点及其影响因素分析研究[J].开放教育研究,2012,18(4):81-90.
[37]杨雪,姜强,赵蔚,等.大数据时代基于学习分析的在线学习拖延诊断与干预研究[J].电化教育研究,2017(7):51-57.
[38]龚艺,刘波,谭明杰,等.远程教育中在线学习投入与学习绩效关系的实证研究[J].成人教育,2018,38(06):24-28.
[39]Macfadyen L P,Dawson S. Mining LMS data to develop an“early warning system”for educators:A proof of concept[J]. Computers&Education,2010,54(2):588-599.
[40]Belanger Y,Thornton J. Bioelectricity:a quantitative approach——duke university’s first mooc[J]. Inorganic Materials,2013,38(2):522-526.
[41]Coetzee D,Fox A,Hearst M A. Should your MOOC forum use a reputation system?[C]∥ACM Conference on Computer Supported Cooperative Work&Social Computing. ACM,2014:1176-1187.
[42]管珏琪,Peter Riezebos,苏小兵,等.电子书包对学生学习体验与学习成绩的影响——以上海闵行区小学数学应用为例[J].中国电化教育,2015(9):56-62.
[43]Elliot A J,Dweck C S. Handbook of competence and motivation[M]. Guilford Press,2005.
[2]宋姝颖.中美“慕课”发展综述及未来展望[J].今传媒,2016(3):124-126.
[3]袁莉,Stephen Powell,马红亮. Mooc与高等教育的变革[J].中国教育信息化,2014(5):3-5.
[4]Pursel B K,Zhang L,Jablokow K W,et al. Understanding mooc students:motivations and behaviours indicative of mooc completion[J]. Journal of Computer Assisted Learning,2016,32(3):202-217.
[5]罗恒,杨婷婷,伊丽莎·理查德森,等.开放课程中的学习行为分析:来自google analytics的证据[J].中国电化教育,2017(10):8-14.
[6]蒋国珍,张伟远.(2004).问卷法在现代远程教育研究中的应用[J].远程教育杂志,2004(2):56-59.
[7]顾小清,张进良,蔡慧英.学习分析:正在浮现中的数据技术[J].远程教育杂志,2012,30(1):18-25.
[8]Siemens G. What are learning analytics[J]. Nordic Journal of Digital Literacy,2010.
[9]Yukselturk E,Top E. Exploring the link among entry characteristics,participation behaviors and course outcomes of online learners:an examination of learner profile using cluster analysis[J]. British Journal of Educational Technology,2013,44(5):716-728.
[10]姜蔺,韩锡斌,程建钢. Moocs学习者特征及学习效果分析研究[J].中国电化教育,2013(11):54-59.
[11]傅钢善,王改花.基于数据挖掘的网络学习行为与学习效果研究[J].电化教育研究,2014(9):53-57.
[12]李小娟,梁中锋,赵楠,等.在线学习行为对混合学习绩效的影响研究[J].现代教育技术,2017(2):79-85.
[13]宗阳,孙洪涛,张亨国,等. Moocs学习行为与学习效果的逻辑回归分析[J].中国远程教育,2016,36(4):73-74.
[14]李亚员.国内慕课(mooc)研究现状述评:热点与趋势——基于2009—2014年cnki所刊文献关键词的共词可视化分析[J].电化教育研究,2015(7):55-60.
[15]易玉何,马志强,孔丽丽.高校慕课持续使用行为影响因素建模研究——基于持续使用行为理论的视角[J].中国教育信息化,2018(2):17-21.
[16]高地,吴桐.美国“慕课”理论研究与实践的若干前沿问题[J].高校教育管理,2014,8(4):49-54.
[17]朱博顺,程志君,罗玉文,等. Mooc学习者行为大数据的聚类分析[J].教育现代化,2018,5(9):148-150.
[18]魏英玲,何高大.欧盟高校“慕课”(moocs)的现状与发展及对我国高校“慕课”的启示[J].远程教育杂志,2015,33(5):30-37.
[19]江毓君.基于Blackboard平台的在线学习体验影响因素研究[D].陕西师范大学硕士学位论文,2017:93.
[20]Tseng S F,Tsao Y W,Yu L C,et al. Who will pass? analyzing learner behaviors in moocs[J]. Research&Practice in Technology Enhanced Learning,2016,11(1):8.
[21]白倩,赵丽,张舒予.慕课的学习现状与反思——基于我国慕课学习者负动机影响因子的角度[J].现代教育技术,2016,26(12):65-71.
[22]牟智佳,武法提. Mooc学习结果预测指标探索与学习群体特征分析[J].现代远程教育研究,2017(3):58-66.
[23]Biggs J. Individual differences in study processes and the quality of learning outcomes[J]. Higher Education,1979,8(4):381-394.
[24]Yukselturk E,Bulut S. Predictors for student success in an online course[J]. Journal of Educational Technology&Society,2007,10(2):71-83.
[25]赵必华.生师互动何以影响大学生学习结果——学业挑战性与学校归属感的中介效应[J].中国高教研究,2018(3):61-67.
[26]杜瑛,赵展.关于哈密电大学生英语课程网上学习情况的问卷调查及结果分析[J].新疆广播电视大学学报,2014,18(03):23-25.
[27]Masui C,Broeckmans J,Doumen S,et al. Do diligent students perform better? complex relations between student and course characteristics,study time,and academic performance in higher education[J]. Studies in Higher Education,2014,39(4):621-643.
[28]贾积有,缪静敏,汪琼. Mooc学习行为及效果的大数据分析-以北大6门mooc为例[J].工业和信息化教育,2014(9):23-29.
[29]陈海建,戴永辉,韩冬梅,等.开放式教学下的学习者画像及个性化教学探讨[J].开放教育研究,2017,23(3):105-112.
[30]杨进中,张剑平.基于社交网络的个性化学习环境构建研究[J].开放教育研究,2015,21(2):89-97.
[31]Darwish H. The“persona effect”:Shortcomings in the evaluation of pedagogical agents’embodiment[C]∥International Conference on Web and Open Access To Learning. 2015.
[32]钟柏昌.论中小学教育资源库的建设[J].中国远程教育:综合版,2002(11):59-63.
[33]肖君,乔惠,许贞,等.泛在学习环境下基于活动理论的移动mooc设计及实证研究[J].中国电化教育,2017(11):87-94.
[34]张驰,陈刚,王敏娟,等.移动学习中使用em算法的学生聚类分析[J].中国远程教育,2009(5):68-71.
[35]王改花,傅钢善.数据挖掘视角下网络学习者行为特征聚类分析[J].现代远程教育研究,2018(4):106-112.
[36]魏顺平.在线学习行为特点及其影响因素分析研究[J].开放教育研究,2012,18(4):81-90.
[37]杨雪,姜强,赵蔚,等.大数据时代基于学习分析的在线学习拖延诊断与干预研究[J].电化教育研究,2017(7):51-57.
[38]龚艺,刘波,谭明杰,等.远程教育中在线学习投入与学习绩效关系的实证研究[J].成人教育,2018,38(06):24-28.
[39]Macfadyen L P,Dawson S. Mining LMS data to develop an“early warning system”for educators:A proof of concept[J]. Computers&Education,2010,54(2):588-599.
[40]Belanger Y,Thornton J. Bioelectricity:a quantitative approach——duke university’s first mooc[J]. Inorganic Materials,2013,38(2):522-526.
[41]Coetzee D,Fox A,Hearst M A. Should your MOOC forum use a reputation system?[C]∥ACM Conference on Computer Supported Cooperative Work&Social Computing. ACM,2014:1176-1187.
[42]管珏琪,Peter Riezebos,苏小兵,等.电子书包对学生学习体验与学习成绩的影响——以上海闵行区小学数学应用为例[J].中国电化教育,2015(9):56-62.
[43]Elliot A J,Dweck C S. Handbook of competence and motivation[M]. Guilford Press,2005.
© 2004-2018 中国地质图书馆版权所有 京ICP备05064691号 京公网安备11010802017129号 地址：北京市海淀区学院路29号 邮编：100083 电话：办公室：(+86 10)66554848；文献借阅、咨询服务、科技查新：66554700 |