重庆大学英语专业学生Moodle平台在线学习障碍因素分析
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摘要
近几年,随着国内网络平台在线学习的迅速发展, Moodle平台这一开放源代码的网络平台逐步受到各高校的重视。国内也出现了很多关于Moodle平台运用于教学中的研究。但这些研究大多数关注的是Moodle平台的运用,很少进一步探究Moodle平台运用中的效果。
笔者所在的外国语学院已经开始使用Moodle平台进行语言课程的教学。Moodle的一个重要特色是以社会建构主义教学法为其设计的理论基础,它允许师生或学生彼此间共同思考,合作解决问题。利用Moodle提交作业,讨论课题,互动评价等是Moodle在教学中最为常见的一些操作。但是,通过实际调查,有些学生并没有有效利用Moodle平台进行学习, Moodle在实际课程教学中并没有达到预期的效果。
为了全面和准确的反映学生在Moodle平台学习中的整体情况和遇到的相关障碍,笔者对所在学院Moodle平台在线学习的障碍因素进行了分析研究,以期对于今后Moodle平台在英语教学中的更好推广使用提供参考。
本研究将定量研究和定性研究结合起来,用问卷调查和访谈的方法对高校英语专业学生Moodle平台使用障碍进行调查,然后运用SPSS13.0软件和Excel软件对所收集到的数据进行分析,得出以下结论:学习者缺乏动机是Moodle学习的最大障碍。其次是社会交往和指导者问题。再其次是语言技能和平台学习技能,最后是技术支持。本研究也对学生Moodle实际操作作了一个基本的了解。调查表明:学生对要求自主学习或协作学习的平台操作功能普遍感到陌生。同时,本研究中的男生和女生在动机、社会交往、指导者和技术支持方面所遇障碍基本相同,并没有表现出明显差异,在语言技能和平台学习技能上却有着较大差异。
在结论部分,作者总结了本研究的主要发现,同时指出了本研究对网络平台用于教学的一些启示,分析了本研究存在的一些局限,也对今后的平台教学提出了一些尝试性的建议。
With the rapid development of online learning in China, the open source platform Moodle is attracting much attention from higher education institutions. Despite the fact that research in this field is getting more and more in-depth, most studies focused on the application of Moodle with little attention paid to its effectiveness.
The College of Foreign Languages of Chongqing University has introduced this platform as a teaching aid. Moodle is based on a socioconstructivist approach to learning, which emphasizes learning through a social group’s collaborative construction of knowledge. Its basic functions in teaching and learning include submitting assignments, discussing topics, assessing peer’s performance and receiving peer feedback. However, through the actual survey, we found that some students did not effectively take advantage of this learning platform and this Moodle teaching in the curriculum does not achieve its desired results.
Aimed at better understanding the students’overall experience of Moodle-based learning and grasping the leading obstacles in this online learning comprehensively and precisely, an exploratory factor analysis survey was conducted among students in the College of Foreign Languages of Chongqing University.
By analyzing the data collected from the questionnaire and interview, this article reports on the study that determined the underlying constructs that comprise student barriers to Moodle-based learning. Based on the findings and interview feedback, the author concludes that various learning barriers occurred in the platform learning. They were learner motivation, social interactions, instructor issues, academic skills, technical skills and technical support. Among these barriers, the findings revealed that the most important barrier was a lack of motivation to Moodle. Less important barriers were social interactions and instructor issues. The results also highlighted the current overall picture of Moodle-based learning. The study showed that most students were not familiar with those functions which demand autonomous or cooperative learning. It also showed in this study that the male and the female students hold more or less the same opinion in motivation, social interactions, instructor and technical support barrier. While in the barriers of academic skills and technical skills, they showed a little difference.
Finally, findings of this study for Moodle-based learning are concluded, and suggestions for further studies as well as its limitations are also put forward.
笔者所在的外国语学院已经开始使用Moodle平台进行语言课程的教学。Moodle的一个重要特色是以社会建构主义教学法为其设计的理论基础,它允许师生或学生彼此间共同思考,合作解决问题。利用Moodle提交作业,讨论课题,互动评价等是Moodle在教学中最为常见的一些操作。但是,通过实际调查,有些学生并没有有效利用Moodle平台进行学习, Moodle在实际课程教学中并没有达到预期的效果。
为了全面和准确的反映学生在Moodle平台学习中的整体情况和遇到的相关障碍,笔者对所在学院Moodle平台在线学习的障碍因素进行了分析研究,以期对于今后Moodle平台在英语教学中的更好推广使用提供参考。
本研究将定量研究和定性研究结合起来,用问卷调查和访谈的方法对高校英语专业学生Moodle平台使用障碍进行调查,然后运用SPSS13.0软件和Excel软件对所收集到的数据进行分析,得出以下结论:学习者缺乏动机是Moodle学习的最大障碍。其次是社会交往和指导者问题。再其次是语言技能和平台学习技能,最后是技术支持。本研究也对学生Moodle实际操作作了一个基本的了解。调查表明:学生对要求自主学习或协作学习的平台操作功能普遍感到陌生。同时,本研究中的男生和女生在动机、社会交往、指导者和技术支持方面所遇障碍基本相同,并没有表现出明显差异,在语言技能和平台学习技能上却有着较大差异。
在结论部分,作者总结了本研究的主要发现,同时指出了本研究对网络平台用于教学的一些启示,分析了本研究存在的一些局限,也对今后的平台教学提出了一些尝试性的建议。
With the rapid development of online learning in China, the open source platform Moodle is attracting much attention from higher education institutions. Despite the fact that research in this field is getting more and more in-depth, most studies focused on the application of Moodle with little attention paid to its effectiveness.
The College of Foreign Languages of Chongqing University has introduced this platform as a teaching aid. Moodle is based on a socioconstructivist approach to learning, which emphasizes learning through a social group’s collaborative construction of knowledge. Its basic functions in teaching and learning include submitting assignments, discussing topics, assessing peer’s performance and receiving peer feedback. However, through the actual survey, we found that some students did not effectively take advantage of this learning platform and this Moodle teaching in the curriculum does not achieve its desired results.
Aimed at better understanding the students’overall experience of Moodle-based learning and grasping the leading obstacles in this online learning comprehensively and precisely, an exploratory factor analysis survey was conducted among students in the College of Foreign Languages of Chongqing University.
By analyzing the data collected from the questionnaire and interview, this article reports on the study that determined the underlying constructs that comprise student barriers to Moodle-based learning. Based on the findings and interview feedback, the author concludes that various learning barriers occurred in the platform learning. They were learner motivation, social interactions, instructor issues, academic skills, technical skills and technical support. Among these barriers, the findings revealed that the most important barrier was a lack of motivation to Moodle. Less important barriers were social interactions and instructor issues. The results also highlighted the current overall picture of Moodle-based learning. The study showed that most students were not familiar with those functions which demand autonomous or cooperative learning. It also showed in this study that the male and the female students hold more or less the same opinion in motivation, social interactions, instructor and technical support barrier. While in the barriers of academic skills and technical skills, they showed a little difference.
Finally, findings of this study for Moodle-based learning are concluded, and suggestions for further studies as well as its limitations are also put forward.
引文
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[2] Al-Jarf, R. S. (2005). The effects of online grammar instruction on low proficiency EFL college students’achievement. Asian EFL Journal, 7(4), 166-190. Retrieved February 17, 2008, from http://www.asian-efl-journal.com/December05PDF%20issue.pdf.
[3] Arbaugh, J. B., & Duray, R. (2002). Technological and structural characteristics, student learning and satisfaction with web-based courses– An exploratory study of two on-line MBA programs. Management Learning, 33(3), 331–347.
[4] Bandura, A. (1991). Self-regulation of motivation through anticipatory and self-reactive mechanisms. Nebraska Symposium on Motivation, 39, 69-164.
[5] Barbeite, F. G., & Weiss, E. M. (2004). Computer self-efficacy and anxiety scales for an Internet sample: testing measurement equivalence of existing measures and development of new scales. Computers in Human Behavior, 20, 1–15.
[6] Baskerville, B., & Robb, T. (2005). Using Moodle for teaching business English in a CALL environment. PacALL Journal, 1(1), 138-151. Retrieved February 17, 2008, from http://www.paccall.org/Journal/V-1-1-papers/Baskerville-Robbmoodle-teaching.pdf.
[7] Bennett, S., Priest, A. M., & Macpherson, C. (1999). Learning about online learning: An approach to staff development for university teachers [Electronic version]. Australian Journal of Educational Technology, 15(3), 201-221.
[8] Bhattacherjee, A. (2001). Understanding information systems continuance: an expectation information model. MIS Quarterly, 25(3), 270–351.
[9] Borbely, E. (1994). Challenges and opportunities in extending the classroom and the campus via digital compressed Video. In R. Mason & P. bacsich (Eds.), ISDN: Applications in education and training (pp. 65–82). London: Institution of Electrical Engineers.
[10] Brandle, K. (2005). Are you ready to“MOODLE”? Language Learning & Technology, 9, 16-23. Retrieved September 7, 2007, from http://llt.msu.edu/vol9num2/review1/.
[11] Braxton, J., Shaw Sullivan, A. V., & Johnson, Jr., R. M. (1997). Appraising Tinto's theory of college student departure. In J. C. Smart (Ed.), Higher education: Handbook of theory and research, Vol. 12. New York : Agathon Press.
[12] Cattell, R. B., & Scheier, I. H. (1961). The meaning and measurement of neuroticism and anxiety. New York: Ronald Press.
[13] Clark, R. E. (1983). Reconsidering research on learning from media. Review of Educational Research, 53(4), 445–459.
[14] Claudia, M., Steil, A., & Todesco, J. (2004). Factors influencing the adoption of the Internet as a teaching tool at foreign language schools. Computers and Education, 42(4), 353–374.
[15] Davis, F. D., Bagozzi, R. P., & Warshaw, P. R. (1992). Extrinsic and intrinsic motivation to use computers in the workplace. Journal of Applied Social Psychology, 22(14), 1111–1132.
[16] Dickinson & Wenden (1996). Autonomy and motivation: A literature review. System, 23(2), 165-74.
[17] Ehrmann, S. C. (1999). Asking the hard questions about technology use and education. Change, 31(2), 25-29.
[18] Frankola, K. (2001). Why online learners drop out Workforce, 80(10), 53-59.
[19] Geelan, D. R., & Taylor, P. C. (2001). Embodying our values in our teaching practices: Building open and critical discourse through computer mediated communication. Journal of Interactive Learning Research, 12(4), 375-401.
[20] Hannan, J. J., & Cole, D. D. (1983). An analysis of why students select introductory high school computer coursework. Educational Technology, 23(4), 26–29.
[21] Heissen, R. K., Jr., Glass, C. R., & Knight, L. A. (1987). Assessing computer anxiety: development and validation of the computer attitude rating scale. Computer in Human Behavior, 3(1), 49–59.
[22] Igbaria, M. (1990). End-user computing effectiveness: A structural equation model. OMEGA, 18(6), 637–652.
[23] Iverson, K. (1995). The Telecourse Success Prediction Inventory. Chicago , IL : Loyola University.
[24] Joo, Y. J., Bong, M., & Choi, H. J. (2000). Self-efficacy for self-regulated learning, academic self-efficacy, and Internet self-efficacy in web-based instruction. Educational Technology Research and Development, 48(2), 5–17.
[25] Karahanna, E., Straub, D. W., & Chervany, N. L. (2002). Information technology adopting across time: A cross-sectional comparison of pre-adoption and post-adoption beliefs. MIS Quarterly, 23(2), 183–213.
[26] Kember, D. (1995). Opening learning courses for adults: A model of student progress. Englewood Cliffs, NJ; Education Technology Publications.
[27] Kirk, S. A.(1963). Behavioral Diagnosis and Remediation of Learning Disabilities In S.Kirk & J.MeCarthy(Eds.), Learning Disabilities: Selected ACLD Papers Boston, MA:Houghton Mifflin,1975.7-10.
[28] Lachem, C., Mitchell, J., & Atkinson, R. (1994). ISDN-based videoconferencing in Australian tertiary education. In R. Mason & P. Bacsich (Eds.), ISDN: Applications in education and training (pp. 99–113). London: Institution of Electrical Engineers.
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