摘要
在线教育的发展离不开科学的评价体系,而过程评价是开展科学评价的基础。现有过程评价研究主要针对开放性平台和主题化教学模式,其在高校的局域性应用还不充分。为此,文章采用主流的指标构成方法,确定了参与类、交互类、自律类三类共11个在线学习过程评价指标,并以此为依托设计了在线学习过程评价模型。之后,文章通过“学在浙大”在线教学平台,获取学生的在线学习行为数据,基于多元线性回归模型筛选对学习效果具有显著影响的在线学习行为,并通过聚合后的行为标签计算权重,得出评价模型结果。最后,文章通过学生行为雷达图和教师端看板对在线学习状态进行了量化分析,为教师直观掌握学生学习状态、改进教学策略提供了有力的依据。文章的研究在一定程度上打破了“唯分数论”的评价现状,为个性化教学提供了新思路。
The development of online education is inseparable from a scientific evaluation system,and process evaluation is the basis of implementing scientific evaluation.The existing research on process evaluation mainly aims at the open platform and thematic teaching model,and its local application in colleges and universities is not enough.Therefore,this paper used the mainstream indicator composition method to determine three kinds of 11 online learning process evaluation indicators including three types of participation type,interaction type,and self-discipline type.Afterwards,through“Learning at Zhejiang University”online teaching platform,this paper obtained students’online learning behavior data,and selected the online learning behaviors with significant impact on learning effect based on the multiple linear regression model,and calculated the weight of the aggregated behavior labels to obtain the evaluation model results.Finally,this paper made a quantitative analysis of the online learning status through students’behavior radar map and teacher-side display boards,which could provide a powerful basis for teachers to intuitively grasp students’learning status and improve teaching strategies.The research of this paper broke the current evaluation status of“score only theory”to some extent and provided new ideas for personalized teaching.
作者
周宇
应鑫迪
陈文智
ZHOU Yu;YING Xin-di;CHEN Wen-zhi(Information Technology Center,Zhejiang University,Hangzhou,Zhejiang,China 310000)
出处
《现代教育技术》
CSSCI
2023年第7期118-125,共8页
Modern Educational Technology
基金
2021年度浙江省重点研发计划项目“智慧在线教学关键技术及产品研发”(项目编号:2021C03140)
2022年度浙江省高等教育研究课题“抗疫背景下高校在线教学的过程评价模式探索”(项目编号:KT2022411)的阶段性研究成果。
关键词
在线学习
过程评价
学习行为
学习成绩
online learning
process evaluation
learning behavior
academic performance
