摘要
为进一步获得MOOC教学的可靠性结论,本研究以大学MOOC教学模式为试验组、传统教学模式为对照组对其学习效能进行了系统评价。本研究通过检索相关中英文数据库及在线研究注册平台以获取定量针对MOOC教学和传统课堂教学的RCTs和CRCTs研究文献,随后根据系统评价流程提取数据进行元分析。研究最终表明,MOOC教学模式在考试成绩和学习能力以及提高学习者兴趣和满意度方面均具有积极作用。但鉴于纳入研究的数量及其研究设计的局限性,该证据还需通过补充更多更高质量的RCT文献以待进一步验证。
In this study,a systematic review method was used to compare and analyze the learning effec⁃tiveness of MOOC teaching mode and traditional classroom teaching mode,and the meta-analysis method was used to combine and calculate the effect values,in order to obtain scientific and reliable conclusions of a large sample size.This study has searched databases and many online research registration platforms to obtain RCTs and CRCTs of quantitative comparative studies on MOOC teaching and traditional classroom teaching,and then to conduct meta-analysis.This study demonstrates that MOOC teaching has a positive role in scores and learn⁃ing ability,as well as in improving learners'interest and satisfaction.However,considering the limited quantity and design of the studies included,these conclusions need to be examined by conducting more high-quality RCTs.
作者
柳春艳
丁林
李丹
严振华
石凌宇
胡志斌
李斐然
LIU Chun-yan;DING Lin;LI Dan;YAN Zhen-hua;SHI Ling-yu;HU zhi-bin;LI Fei-ran(Institute of Higher Education,Lanzhou University,Lanzhou,730000,China;Research Center for Evidence-based Social Science,Lanzhou University,Lanzhou,730000,China;School of Physics and Optoelectronics,Yangtze University,Jingzhou,434023,China;Department of Teaching and Learning,The Ohio State University,Columbus,43210,USA;School of Information Science&Engineering,Lanzhou University,Lanzhou,730000,China)
出处
《高等理科教育》
2022年第5期10-20,共11页
Higher Education of Sciences
基金
兰州大学中央高校基本科研业务费2019年“循证视域下教育大数据智慧分析与系统评价”项目(项目编号:2019jbkyzy022).
关键词
MOOC
学习效能
系统评价
元分析
MOOC
learning effectiveness
systematic review
meta-analysis
