MOOC学习者学习效果的影响因素研究
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摘要
对影响MOOC学习者学习效果的因素进行问卷调查,并基于回收的数据,进一步以访谈的形式挖掘背后深层次的原因。结果表明:MOOC设计属性、学生参与度和学习效果之间存在显著的正相关;学生参与度在MOOC设计属性和学习效果之间起中介效应;学习者参与MOOC课程的动机多是基于"兴趣"和"获取知识",中途辍学的原因多是"时间安排不合理"和"没有恒心"。基于研究分析得出以下结论:学校在MOOC普及中承担着加强学习者对MOOC的认识、提高MOOC质量和推进MOOC学分认证的责任;年级越高,学习者认为MOOC设计属性越能满足其需求,参与度越高; MOOC设计的自主性和多样性有待完善,互动性程度急需提高; MOOC学习者有较强的学习意愿,但自主学习能力有待加强。
This paper conducts a questionnaire survey on the factors affecting the learning outcomes of MOOC learners, and based on the recovered data further explores the reasons behind the phenomenon through interviews. The results show that, there is a significant positive correlation among MOOC design attributes,student engagement and learning outcomes; student engagement plays a mediating role between MOOC design attributes and learning outcomes; the motivation of learners to participate in MOOC is mostly based on"interest" and "gaining knowledge"; reasons for dropping out of MOOC are "unreasonable scheduling" and "no perseverance". Based on the research and analysis, the following conclusions are drawn: the school is responsible for enhancing learners' understanding of MOOC, improving the quality of MOOC, and promoting MOOC credit certification in the popularization of MOOC; the higher the grade, learners think that the more MOOC design attributes can meet their needs, and the higher the degree of participation; the autonomy and diversity of MOOC design need to be improved, and the degree of interactivity needs to be improved; MOOC learners have a strong willingness to learn, but their ability to learn independently needs to be strengthened.
This paper conducts a questionnaire survey on the factors affecting the learning outcomes of MOOC learners, and based on the recovered data further explores the reasons behind the phenomenon through interviews. The results show that, there is a significant positive correlation among MOOC design attributes,student engagement and learning outcomes; student engagement plays a mediating role between MOOC design attributes and learning outcomes; the motivation of learners to participate in MOOC is mostly based on"interest" and "gaining knowledge"; reasons for dropping out of MOOC are "unreasonable scheduling" and "no perseverance". Based on the research and analysis, the following conclusions are drawn: the school is responsible for enhancing learners' understanding of MOOC, improving the quality of MOOC, and promoting MOOC credit certification in the popularization of MOOC; the higher the grade, learners think that the more MOOC design attributes can meet their needs, and the higher the degree of participation; the autonomy and diversity of MOOC design need to be improved, and the degree of interactivity needs to be improved; MOOC learners have a strong willingness to learn, but their ability to learn independently needs to be strengthened.
引文
[1]Massive Open Online Courses(MOOC)Market to Grow at a 56.61%CAGR by 2018 Says a New Research Report at Sandlerresearch.org[EB/0L].Retrieved July 15,2014.http://www.prweb.com/releases/massive-open-online/courses-market-2014-2018/prweb12018014.htm.
[2]迈克尔·霍恩,希瑟·斯特克.混合式学习[M].聂风华,徐铁英,译.北京:机械工业出版社,2015.
[3]“MOOC on the Move:How Coursera Is Disrupting the Traditional Classroom”(text and video).Knowledge@Wharton.University of Pennsylvania.7 November 2012.Retrieved 23 April 2013.
[4]边鹏.技术接受模型研究综述[J].图书馆学研究,2012(1):2-6.
[5][6]Downes S.The quality of massive open online courses[J].International Handbook of E-learning,2013(1):65-77.
[7]Mackness J,Mak S,Williams R.The ideals and reality of participating in a MOOC[C]//Proceedings of the 7th International Conference on Networked Learning 2010.University of Lancaster,2010.
[8]Klem A M,Connell J P.Relationships matter:linking teacher support to student engagement and achievement[J].Journal of School Health,2004,74(7):262-273.
[9]潘丽佳.MOOC设计、学习者参与度和学习绩效的关系研究[D].浙江:浙江大学,2015.
[10]刘斌,张文兰,江毓君,等.在线课程学习体验:内涵、发展及影响因素[J].中国电化教育,2016(10):90-96.
[11]果壳网.MOOC中文用户大摸底[EB/0L].http://mooc.guokr.com/post/610667/,(2013-11-21)[2017-910].
[12]樊文强.MOOC学习成果认证及对高等教育变革路径的影响[J].现代远程教育研究,2015(3):53-64.
[13]何春,王志军,吕啸.我国大学生MOOC学习体验调查研究[J].中国远程教育,2014,(11):42-49.
[14]樊华丽.MOOC学习体验的案例研究[D].乌鲁木齐:新疆师范大学,2016.
[15]李青,王涛.MOOC:一种基于连通主义的巨型开放课程模式[J].中国远程教育(综合版),2012(3):30-36.
[16]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.
[2]迈克尔·霍恩,希瑟·斯特克.混合式学习[M].聂风华,徐铁英,译.北京:机械工业出版社,2015.
[3]“MOOC on the Move:How Coursera Is Disrupting the Traditional Classroom”(text and video).Knowledge@Wharton.University of Pennsylvania.7 November 2012.Retrieved 23 April 2013.
[4]边鹏.技术接受模型研究综述[J].图书馆学研究,2012(1):2-6.
[5][6]Downes S.The quality of massive open online courses[J].International Handbook of E-learning,2013(1):65-77.
[7]Mackness J,Mak S,Williams R.The ideals and reality of participating in a MOOC[C]//Proceedings of the 7th International Conference on Networked Learning 2010.University of Lancaster,2010.
[8]Klem A M,Connell J P.Relationships matter:linking teacher support to student engagement and achievement[J].Journal of School Health,2004,74(7):262-273.
[9]潘丽佳.MOOC设计、学习者参与度和学习绩效的关系研究[D].浙江:浙江大学,2015.
[10]刘斌,张文兰,江毓君,等.在线课程学习体验:内涵、发展及影响因素[J].中国电化教育,2016(10):90-96.
[11]果壳网.MOOC中文用户大摸底[EB/0L].http://mooc.guokr.com/post/610667/,(2013-11-21)[2017-910].
[12]樊文强.MOOC学习成果认证及对高等教育变革路径的影响[J].现代远程教育研究,2015(3):53-64.
[13]何春,王志军,吕啸.我国大学生MOOC学习体验调查研究[J].中国远程教育,2014,(11):42-49.
[14]樊华丽.MOOC学习体验的案例研究[D].乌鲁木齐:新疆师范大学,2016.
[15]李青,王涛.MOOC:一种基于连通主义的巨型开放课程模式[J].中国远程教育(综合版),2012(3):30-36.
[16]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.
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