互联网思维下在线学习支持服务模式研究
|
摘要
当前,学习者流失现象严重成为制约在线教育发展的瓶颈问题。以学习支持服务为切入点,解析运用用户思维、数据思维、连通思维、融合思维及社会思维等互联网思维,通过新生代信息技术与在线学习的深度整合,构建了蕴含学习咨询服务、学习指南服务、学习交互服务、学习资源服务、学习监测服务等五个子范畴的在线学习支持服务体系。最后,基于学习者在线学习的适应性周期,探究了在线学习支持服务的应用模式,以期优化学习支持服务,促进在线学习的良性发展。
At present, the phenomenon of learner dropout has become a bottleneck problem restricting the development of online education. Taking the learning support service as the breakthrough point, by means of Internet thinking such as user thinking, data thinking, communication thinking, integrated thinking and social thinking. Through the deep integration of the new information technology and online learning, the article builds a system of online learning support service which includes five subcategories: learning consulting service, learning guide service, live interactive services, learning resource services and learning monitoring services. Finally, based on the adaptive cycle of learners' online learning, the article explores the application mode of online learning support services in order to optimize learning support services and promote the healthy development of online learning.
At present, the phenomenon of learner dropout has become a bottleneck problem restricting the development of online education. Taking the learning support service as the breakthrough point, by means of Internet thinking such as user thinking, data thinking, communication thinking, integrated thinking and social thinking. Through the deep integration of the new information technology and online learning, the article builds a system of online learning support service which includes five subcategories: learning consulting service, learning guide service, live interactive services, learning resource services and learning monitoring services. Finally, based on the adaptive cycle of learners' online learning, the article explores the application mode of online learning support services in order to optimize learning support services and promote the healthy development of online learning.
引文
[1]李彤彤,武法提.在线学习者效能的结构及关键影响因素研究[J].电化教育研究,2017,(9).
[2]王帆,舒杭,蔡英歌等.“互联网+”时代众传知识的创生与实践——智慧教育新诉求[J].电化教育研究,2016,(4).
[3]冯晓英,史颖,张传俭等.面向个性化学习支持服务的开放大学学生模型研究[J].北京广播电视大学学报,2015,(4).
[4]张成龙,李丽娇.论基于MOOC的混合式教学中的学习支持服务[J].中国远程教育,2017,(2).
[5]杨成,缪培培,胡旺.互联网+背景下智慧学习支持服务研究[J].终身教育研究,2017,(1).
[6]徐春华.国内学习支持服务研究现状与趋势分析[J].中国成人教育,2016,(10).
[1]中国在线教育行业分析[EB/OL].http://www.360doc.com/content/ 17/0410/10/14719766 _644340520.shtml.2017-04-10.
[2]艾媒报告:2017年中国在线教育行业白皮书[EB/OL].http://www.iimedia.cn/59782.html.2017-11-22.
[3][4][5]李彤彤,武法提.在线学习者效能的结构及关键影响因素研究[J].电化教育研究,2017,(9).
[6]王帆,舒杭,蔡英歌等.“互联网+”时代众传知识的创生与实践——智慧教育新诉求[J].电化教育研究,2016,(4).
[7]冯晓英,史颖,张传俭,等.面向个性化学习支持服务的开放大学学生模型研究[J].北京广播电视大学学报,2015,(4).
[8]张成龙,李丽娇.论基于MOOC的混合式教学中的学习支持服务[J].中国远程教育,2017,(2).
[9]杨成,缪培培,胡旺.互联网+背景下智慧学习支持服务研究[J].终身教育研究,2017,(1).
[10]徐春华.国内学习支持服务研究现状与趋势分析[J].中国成人教育,2016,(10).
[11]从教学生应试到适应性学习平台,Knewton的转型之路[EB/OL].https://www.jiemodui.com/Item/13466.2015-05-12.
[2]王帆,舒杭,蔡英歌等.“互联网+”时代众传知识的创生与实践——智慧教育新诉求[J].电化教育研究,2016,(4).
[3]冯晓英,史颖,张传俭等.面向个性化学习支持服务的开放大学学生模型研究[J].北京广播电视大学学报,2015,(4).
[4]张成龙,李丽娇.论基于MOOC的混合式教学中的学习支持服务[J].中国远程教育,2017,(2).
[5]杨成,缪培培,胡旺.互联网+背景下智慧学习支持服务研究[J].终身教育研究,2017,(1).
[6]徐春华.国内学习支持服务研究现状与趋势分析[J].中国成人教育,2016,(10).
[1]中国在线教育行业分析[EB/OL].http://www.360doc.com/content/ 17/0410/10/14719766 _644340520.shtml.2017-04-10.
[2]艾媒报告:2017年中国在线教育行业白皮书[EB/OL].http://www.iimedia.cn/59782.html.2017-11-22.
[3][4][5]李彤彤,武法提.在线学习者效能的结构及关键影响因素研究[J].电化教育研究,2017,(9).
[6]王帆,舒杭,蔡英歌等.“互联网+”时代众传知识的创生与实践——智慧教育新诉求[J].电化教育研究,2016,(4).
[7]冯晓英,史颖,张传俭,等.面向个性化学习支持服务的开放大学学生模型研究[J].北京广播电视大学学报,2015,(4).
[8]张成龙,李丽娇.论基于MOOC的混合式教学中的学习支持服务[J].中国远程教育,2017,(2).
[9]杨成,缪培培,胡旺.互联网+背景下智慧学习支持服务研究[J].终身教育研究,2017,(1).
[10]徐春华.国内学习支持服务研究现状与趋势分析[J].中国成人教育,2016,(10).
[11]从教学生应试到适应性学习平台,Knewton的转型之路[EB/OL].https://www.jiemodui.com/Item/13466.2015-05-12.