MOOC用户学习参与度的影响因素与策略研究——基于质性分析的视角
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摘要
"慕课"为学习者们提供了优质的学习机会,有利于学习型社会的推广与形成。自"慕课"兴起以来深受学习者欢迎,但是大量的选课人数背后却隐藏着极低的通过率。本研究采用质性的研究方式,选取10位MOOC学习者作为访谈对象,依据扎根理论,通过Nvivo11软件对资料进行编码,探索影响MOOC用户学习参与度的因素。基于此,提出可行性优化策略:优化更新课程资源,维持用户学习动机;提升平台技术支持,提供舒适学习环境;充分发挥督学功能,克服用户学习惰性。
MOOC provides online learners with excellent learning opportunities, which are beneficial to the promotion and formation of a learning community. In spite of rising recognition and participation, problems such as very low pass rates are still serious. As a consequence, this qualitative study explores factors affecting the involvement of MOOC users by encoding 10 learners' interview data through Nvivo11. Based on the analysis, a serious of feasible strategies are proposed to optimize MOOC platforms: updating curriculum resources to maintain user's learning motivation; improving the technical support to providing a comfortable learning environment; and giving full play to supervisors to overcome laziness of learners.
MOOC provides online learners with excellent learning opportunities, which are beneficial to the promotion and formation of a learning community. In spite of rising recognition and participation, problems such as very low pass rates are still serious. As a consequence, this qualitative study explores factors affecting the involvement of MOOC users by encoding 10 learners' interview data through Nvivo11. Based on the analysis, a serious of feasible strategies are proposed to optimize MOOC platforms: updating curriculum resources to maintain user's learning motivation; improving the technical support to providing a comfortable learning environment; and giving full play to supervisors to overcome laziness of learners.
引文
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[3]吴峰,王辞晓.五种不同模式下学习者在线学习动机测量比较[J].现代远程教育研究,2016,(1).
[4][6][14]李曼丽,徐舜平,孙梦嫽.MOOC学习者课程学习行为分析——以“电路原理”课程为例[J].开放教育研究,2015,(2).
[5]王守宏,刘金玲,付文平.“慕课”背景下以内容为依托的大学英语ESP教学模式研究[J].中国电化教育,2015,(4).
[7]张烁.中国慕课跑在前列[EB/OL]http://paper.people.com.cn/rmrb/html/2018-04/17/nw.D110000renmrb_20180417_1-12.htm.
[8]姜藺.MOOCs学习者特征及学习效果分析研究[J].中国电化教育,2013,(11).
[9][12]陈向明.质的研究方法与社会科学研究[M].北京:教育科学出版社,2000.12.
[10]陈向明.扎根理论在中国教育研究中的运用探索[J].北京大学教育评论,2015,(01).
[11]郭瑞,王梅,马韶君.专业硕士导生关系的归因分析——基于NVivo11的质性研究[J].高教探索,2018,(9).
[13]刘杨,黄振中,张羽,李曼丽.中国MOOCs学习者参与情况调查报告[J].清华大学教育研究,2013,(4).
[15]马萌.网络课程中教师接近行为对学习动机影响研究——以多伦多大学CMC课程为例[J].中国电化教育,2011,(1).