摘要
通过实验研究,探讨教师干预强弱性对学生MOOC学习成效的影响程度。选取两个平行班为教学实验对象进行《2D动画制作》MOOC学习,分别实施两种不同强弱的教师干预行为,得出结论:教师实施强干预行为对学生的学习进度、学习投入时间、学习效能感、学习满意度和成绩均具显著促进作用。建议教师可将优秀的MOOC资源融入课程教学,并制订强干预方案来提高学生的MOOC学习成效。
Through the experiment research, this paper discusses the impact on students＇learning effectivenessofthe strength of teachers＇involvement. The two parallel classesas the experimental subjects are chosen to learn the course of Two-Dimensional Animation, and they were implemented two kinds of different strength of teachers＇ involvement, the following conclusions are verified： the learning progress, the learning time, the learning self-efficacy, the learning satisfaction and the scores of students are proved to bepromoted duing to the strong involvement implemented by teachers. This paper also recommends that teachers could integrate the excellent MOCTC with the curriculum deeply, and design strong involvement programs to improve students ＇ MOOC learning effectivenessin.
出处
《保定学院学报》
2017年第2期114-120,共7页
Journal of Baoding University
基金
安徽省高校人文社科重点项目"MOOC学习者有效学习关键技术研究"(SK2015A751)
安徽省高校优秀青年人才支持计划重点项目(gxyq ZD2016575)
安徽省教学研究项目"MOOC对高职学生学习绩效影响实证研究"(2016jyxm1008)
关键词
教师干预
MOOC
学习成效
teachers＇ involvement
MOCTC
learning effectiveness
