摘要
MOOCs的交互状况对课程质量有着重要影响,本研究旨在对MOOCs的交互状况进行分析,比较不同类型课程的交互水平是否有差异。笔者选取国内14个MOOCs平台的622门可获取内容的课程,针对论坛帖子数量、回帖时间特性和教师的交互投入等,对课程的层次类别、教学模式、视频类型、学习支持和评价方式等进行对比分析。研究发现,我国MOOCs交互水平总体偏低且严重不平衡,20%课程产生了约90%交互;教学模式对交互水平影响较大,探究型课程交互水平较高,采用翻转课堂模式的课程交互状况较好,采用可汗学院式视频的课程比采用其他类型视频的课程交互水平更高;提供丰富学习支持和评价认证方式的课程交互水平较高。根据研究发现,本文建议我国MOOCs建设和应用需要深入探索教学模式,设计全过程学习支持,开展基于数据的过程性评价,建立完善的认证体系。
Instructional interaction is an important research topic in distance education. With the rapid development of MOOCs in China, the number of courses and learners grows fast. Interactions in MOOCs have significant impacts on the quality of the courses. The Interaction patterns of MOOCs also get more and more attention. This article aims to analyze online interactions of MOOCs in China by comparing the interactions of different types of courses. This study analyzed 622 courses in 14 domestic MOOCs platforms. The authors compared the interactions in the forums of courses that have different learning audiences, instruction models, video types, learning supports, and evaluation methods. Three main aspects were analyzed in forum interaction, which are the number of posts, the reply interval and teachers ~ engagement. The study suggests that the overall interaction level of MOOCs in China is low and imbalanced. 20% of the courses produce about 90% of the interactions. The instruction model has a significant impact on the level of interactivity. Courses with inquiry models have a higher level of interactions. Using MOOCs to support flipped classroom approaches will enhance regular college teaching activities. MOOCs that use the Khan Academy style videos have higher interaction levels. With well-designed learning supports and certifications, courses are likely to get better interactions. Based on the findings, this paper proposed that in further constructions and applications of MOOCS, it is important to explore instruction models, design learning supports, conduct data based formative evaluations, and improve the certification systems.
出处
《开放教育研究》
CSSCI
北大核心
2016年第1期72-79,共8页
Open Education Research
基金
全国教育科学"十二五"规划2014年度国家重点课题"教育信息化与大型开放式网络课程(MOOCS)战略研究"(ACA140009)
