摘要
文章选取"学堂在线"平台上参与"STEM课程设计与案例分析"慕课学习的1068名学习者进行研究,以视频观看比例、平时作业得分率、期末考试得分率、课程得分率四个变量来表征学习者的学习行为特征,并运用凝聚层次聚类分析、K-Means聚类算法、相关性分析和逻辑回归分析来处理获取的课程数据。研究结果表明,案例慕课的学习者群体可分成积极学习者、一般学习者、单纯注册者三类;四个变量在3个学习者群体之间均存在差异,其中平时作业得分率、期末考试得分率、课程得分率对积极学习者有显著影响,视频观看比例对单纯注册者有显著影响;视频观看比例是影响慕课学习者学习效果的主要因素。
In this paper, 1068 learners who participated in "STEM Course Design and Case Study" on the platform of "Xuetang X" were selected, and learners’ behaviors were characterized by video viewing ratio, daily homework score rate, final exam score rate and course score rate. Meanwhile, the acquired course data were processed through hierarchical clustering analysis, K-Means clustering algorithm, correlation analysis and logistic regression analysis. The results indicated that the learner groups of case MOOC could be divided into three categories of active learners, general learners and simple registrants. There were differences among the three groups of learners, and the daily homework score rate, final exam score rate and course score rate had significant influences on active learners, and the video viewing ratio had a significant impact on simple registrants, and the video viewing ratio was the key factor affecting the learning effectiveness of MOOC learners.
作者
乔璐
江丰光
QIAO Lu;JIANG Feng-guang(Department of Educational Technology,Shanghai Normal University,Shanghai,China 200234)
出处
《现代教育技术》
CSSCI
北大核心
2020年第1期100-106,共7页
Modern Educational Technology
