对于MOOC论坛讨论有效的交互式参与策略:一个自我效能视角
Wei Wei1, Jia Liu2, Xiaoshu Xu3
1Faculty of Applied Sciences, Macao Polytechnic University, Macao, China.
PloS one
|November 9, 2023
概括
在大规模开放在线课程 (MOOCs) 中,低成绩的学生可以从学习MOOC内容和快速反中获益,而不是广泛的同行互动,以提高他们的表现.
科学领域:
- 教育技术的教育技术
- 在线学习在线学习
- 学生的参与 学生的参与
背景情况:
- 大规模开放在线课程 (MOOCs) 为学生的参与和学习进步带来了独特的挑战.
- 针对不同学习者群体,特别是那些初步成绩较低的群体,确定有效的参与策略对于MOOC成功至关重要.
研究的目的:
- 识别和解释MOOC讨论论坛中的参与策略,以促进低成绩学生的重大进步.
- 了解学生的互动模式和学习偏好,这些学生表现出了实质性的学习收益.
主要方法:
- 一项混合方法的顺序解释性研究,涉及335名MOOC学习者.
- 数据收集包括阅读前后评估,论坛后分析和反思性学习期刊.
- 学习者根据学习进展 (小,中等,显著) 被分类为组.
主要成果:
- 令人惊的是,有显著进步的学生较少参与同和同与老师的互动.
- 学习者与内容的互动以及从同行生成的材料中学习是关键.
- 学生更喜欢观察讨论并获得快速反,而不是积极交流.
结论:
- 低成绩的学生从专注于内容和及时收到教师反中受益.
- 策略应鼓励从同行内容中学习,并提供及时的响应.
- 建议通过结构化支持来解决自律和时间管理问题.
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