MOOC学习投入度与学习坚持性关系研究
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摘要
MOOC已成为我国远程教育领域的研究热点之一,然而如何设计、开发和实施基于MOOC的混合教学,提高MOOC学习者的学习投入度与学习坚持性,促进学习者有意义的深度学习,是利用MOOC实施混合教学需解决的关键问题。本研究从学习者、教师和学习支持系统融合的角度,以探究学习社区中文量表为研究工具,探究MOOC学习者的学术自我效能感、教学存在感、感知有用性、感知易用性对其学习投入度与学习坚持性的影响,并进一步探讨如何提升MOOC学习者的学习投入度与坚持性。研究表明:MOOC学习者的学术自我效能感、教学存在感和感知有用性对其学习投入度有显著的正向直接影响;MOOC学习者的学习投入度和感知易用性对其学习坚持性有显著的正向直接影响;MOOC学习者的学习投入度对其学术自我效能感、教学存在感、感知有用性与学习坚持性之间的关系起中介效应。这些发现可为设计有效的MOOC教学和学习策略,以及在网络学习空间中有效开展基于MOOC的混合教学实践和研究提供新视野。
MOOC has become one of the hotspots in the field of online education in China. However, the key issue in the implementation of MOOC-based blended learning practice is how to effectively design, develop, and implement MOOC-based blended learning, so as to improve MOOC-learners' learning engagement and learning persistence and thus promote their meaningful deep learning. This research takes the MOOC-based blended learning as the research practice, and adopts the research methods such as questionnaire survey, correlation analysis, regression, analysis, and structural equation model, and uses the Chinese version of the Community of Inquiry(CoI) measurement instrument as the research tool. From the perspective of the integration of learners, teachers and learning support system, this research explores how to promote MOOC-learners' learning engagement and learning persistence, and explores the structural relationships between academic self-efficacy, teaching presence, perceived usefulness, perceived ease of use, learning engagement and learning persistence. Research shows that academic self-efficacy, teaching presence, and perceived usefulness have a positive and significant direct impact on learning engagement; learning engagement and perceived ease of use have a positive and significant direct impact on the learning persistence; learning engagement has an important indirect influence on the relationships between academic self-efficacy, teaching presence, perceived usefulness and learning persistence. These findings can provide a new perspective for designing and developing effective MOOC teaching and learning strategies from the perspective of learners' self-cognition, teachers and learning support systems, as well as to carry out MOOC based blended learning practice and research.
MOOC has become one of the hotspots in the field of online education in China. However, the key issue in the implementation of MOOC-based blended learning practice is how to effectively design, develop, and implement MOOC-based blended learning, so as to improve MOOC-learners' learning engagement and learning persistence and thus promote their meaningful deep learning. This research takes the MOOC-based blended learning as the research practice, and adopts the research methods such as questionnaire survey, correlation analysis, regression, analysis, and structural equation model, and uses the Chinese version of the Community of Inquiry(CoI) measurement instrument as the research tool. From the perspective of the integration of learners, teachers and learning support system, this research explores how to promote MOOC-learners' learning engagement and learning persistence, and explores the structural relationships between academic self-efficacy, teaching presence, perceived usefulness, perceived ease of use, learning engagement and learning persistence. Research shows that academic self-efficacy, teaching presence, and perceived usefulness have a positive and significant direct impact on learning engagement; learning engagement and perceived ease of use have a positive and significant direct impact on the learning persistence; learning engagement has an important indirect influence on the relationships between academic self-efficacy, teaching presence, perceived usefulness and learning persistence. These findings can provide a new perspective for designing and developing effective MOOC teaching and learning strategies from the perspective of learners' self-cognition, teachers and learning support systems, as well as to carry out MOOC based blended learning practice and research.
引文
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[7] 陈岚(2017). 基于MOA理论的MOOCs平台学习者参与行为影响因素研究[J].现代情报, 37(5): 125-131.
[8] Cho, S. (2015). Factors influencing the acceptance of massive open online courses: An explanatory study based on Technology Acceptance Model II[J]. Korean Journal of Learner-Centered Curriculum and Instruction, 15(9): 601-619.
[9] Christensen, G., Steinmetz, A., Alcorn, B., Bennett, A., Woods, D., & Emanuel, E. (2014). The MOOC phenomenon: Who takes massive open online courses and why? Pennsylvania: University of Pennsylvania. [EB/OL]. [2018-09-14].http://www.meducationalliance.org/sites/default/files/the_mooc_phenomenon.pdf.
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[12] 范逸洲,张国罡,陈伯栋,等(2018).他们为什么回来? MOOCs中重复注册者行为与动机分析[J].开放教育研究, 24(2):89-96.
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[22] Hu, S. (2011). Reconsidering the relationship between student engagement and persistence in college[J]. Innovative Higher Education, 36(2): 97-106.
[23] Impey, C. D., Wenger, M. C., & Austin, C. L. (2015). Astronomy for astronomical numbers: A worldwide massive open online class[J]. International Review of Research in Open & Distance Learning, 16(1): 57-79.
[24] Jackson, D. L., Gillaspy, J. A., & Purc-Stephenson, R. (2009). Reporting practices in confirmatory factor analysis: An overview and some recommendations[J]. Psychol Methods, 14(1): 6-23.
[25] Jeong, E. (2012). Exploring the factors that influence college students' class participation: Focus on autonomy support, academic self-efficacy, and task value[J]. The Korean Journal of Educational Methodology Studies, 24(2): 355-378.
[26] Jonassen, D. H., & Grabowski, B. L. (2012). Handbook of individual differences learning and instruction[M]. New York, NY: Routledge.
[27] Joo, Y. J., Na, Y. K., & Kim, G. Y. (2010). The structural relationship among self-efficacy, internal locus of control, school support, learning flow, satisfaction and learning persistence in cyber education[J]. Korean Journal of Educational Technology, 26(1): 25-55.
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[29] Juhary, J. (2014). Perceived usefulness and ease of use of the learning management systems as a learning tool[J]. International Education Studies, 7(8): 23-34.
[30] Kember, D. (2009).Promoting student-centred forms of learning across an entire university [J]. Higher Education, 58(1): 1-13.
[31] Kim, J. H. (2005). A structural analysis of factors affecting learning flow of participants in lifelong education programs[J]. Korean Journal of Argricultural Education and Human Resource Development, 37(4): 275-301.
[32] Kim, S. W. (2006). The effect of perceived usefulness and perceived ease of use on learner flow in e-learning community[J]. The Journal of Korean Association of Computer Education, 11(6): 87-97.
[33] Kim, S. W., & Oh,S. U. (2005). Analysis on effects of technology acceptance and learning flow by the learner's self-efficacy in e-Learning system[J]. Korean Journal Learning and Performance, 7(1): 27-50.
[34] Kizilcec, R. F., Piech, C., & Schneider, E. (2013). Deconstructing disengagement: Analyzing learner subpopulations in massive open online courses[A]. Paper presented at the third international conference on learning analytics and knowledge[C]. 170-179.
[35] Kline, R. B. (2011). Principles and practice of structural equation modeling (3th Ed.)[M]. New York, NY: The Guilford Press.
[36] Ko, E. H. (2006). The exploratory empirical study of teaching presence as a construct in online learning context[J]. Journal of Korean Association for Educational Information and Media, 12(4): 263-287.
[37] Kop, R., & Fournier, H. (2011). New dimensions to self-directed learning in an open networked learning environment[J]. International Journal of Self-Directed Learning, 7(2): 1-18.
[38] Kuh, G. D., Cruce, T. M., Shoup, R., Kinzie, J., & Gonyea, R. M. (2008). Unmasking the effects of student engagement on first-year college grades and persistence[J]. The Journal of Higher Education, 79(5): 540-563.
[39] 兰国帅(2018). 探究社区理论模型:在线学习和混合学习研究范式[J]. 开放教育研究, 24(1):29-40.
[40] 兰国帅,钟秋菊,吕彩杰等(2018). 探究社区量表中文版的编制:基于探索性和验证性因素分析[J]. 开放教育研究, 24(3):68-76.
[41] 兰国帅,钟秋菊,吕彩杰等(2018). 学习存在感与探究社区模型关系研究[J]. 开放教育研究, 24(5):92-107.
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