摘要
研究cMOOC学习者的学习,既是对MOOC研究日益关注学习者趋势的回应,也是认识联通主义学习本质和改善cMOOC实践的需求。针对课程视角下MOOC学习效果评价中的局限和联通主义学习特点,引入学习收获的概念,以cMOOC"互联网+教育:理论与实践的对话"的学习者为研究对象,设计了"cMOOC学习收获问卷",将数据分析结果与典型学习者访谈结合,探讨了cMOOC学习收获特点、学习投入对学习收获的影响和学习者分类。得到以下结论:cMOOC学习者学习收获包括课程体验、知识获得、联通能力和自我认知四个维度,联通能力的形成是与其它维度的学习收获共同发展的结果;不同性别和职业的学习者表现出了学习收获的差异;cMOOC中的学习投入对学习收获具有显著正向影响,且不同类型的学习投入对学习收获各个维度影响不同;cMOOC学习者可分为情感型、传统型、发展型和联通型四类。cMOOC学习收获研究凸显了学习者个体视角下cMOOC的学习经历与意义,进一步认清了cMOOC学习的特点和学习者需求,为cMOOC的课程设计和实施提供了实证依据。
Studying cMOOC learners’learning is not only a response to MOOCs’study trends,but also a demand to find the essence of connectionist learning and to improve cMOOC practice.Based on the limitation in evaluating learning outcomes of MOOCs and the characteristics of connectionist learning,this study introduces the concept of learning gain.By taking learners in cMOOC"Internet+Education:Dialogue between Theory and Practice"as the objects,we designs Learners’Learning Gains Questionnaire and combines data analysis with typical learners’interview to find characteristics,learning engagement’s effects in cMOOC learners’gains and learner types.The results show that there are four dimensions in cMOOC learning gains:experience of the course,knowledge acquisition,ability of connectionist learning and self-cognition.The ability of connectionist learning is developed with formation of other learning gains.Learning gains differ among learners of different genders and occupations.Meanwhile,Learning engagements in cMOOC have a significant positive impact on learning gains and different learning gains are affected by diverse learning engagements.We try to classify cMOOC learners four types:affective learners,traditional learners,developmental learners and connected learners.Focusing on their own experiences and meanings from cMOOC learners’perspective,this study further reveals the characteristics of cMOOC learning and learner needs which provides empirical basis for the design and implementation of cMOOC.
作者
白然
BAI Ran(Research Centre of Distance Education,Beijing Normal University,Bejing 100875;College of Education,Hebei Nommal University,Shjiazhuang,Hebei 050024)
出处
《现代远距离教育》
CSSCI
北大核心
2020年第4期63-72,共10页
Modern Distance Education
基金
国家自然科学基金重点课题“‘互联网+’时代教育改革与创新管理研究”(编号:71834002)。
