基于关联主义的大规模网络开放课程(MOOC)及其学习支持  

Connectivist MOOC and Its Learning Support

作　　者：樊文强[1] 

机构地区：[1]北京航空航天大学高等教育研究所,北京100191

出　　处：《远程教育杂志》2012年第3期31-36,共6页Journal of Distance Education

基　　金：2012年度教育部人文社会科学研究青年基金项目"大学学术网络影响力评价研究"(项目编号:12YJCZH038)研究成果之一

摘　　要：基于关联主义(Connectivism)学习理论的大规模网络开放课程(MOOC)具有不同于传统教学的特征和结构,它将学习者置身于真实的网络环境之中,让他们自发地交流、协作、建立连接、构建学习网络,即进行学习的自组织;同时,课程组织者设定学习主题、安排专家互动、推荐学习资源、促进分享和协作,承担大量幕后支持工作,即进行学习的他组织。高自主性和高退出率在关联主义MOOC中并存,作为他组织的学习支持应遵循学习的自组织规律,实现学习自组织与他组织之间的动态平衡。With different features and structures from traditional teaching, connectivist MOOC puts learners into the authentic network environment, in which learners communicate, collaborate, connect and construct their learning networks spontaneously, namely the self-organization of learning; Meanwhile, the coordinators conduct lots of support and service, including setting topics, contact- ing experts who could interact with learners, recommending learning materials, facilitating sharing and collaboration, namely the het- er-organization of learning. There are both higher level autonomy and higher drop rate in connectivist MOOC. As the means of beretorganization, learning support should follow principles of the self-organization of learning, keeping the dynamic balance between selforganization and heter-organization of learning.

关 键 词：关联主义 MOOC 学习支持 连通主义 CCK 网络课程 网络学习 

分 类 号：G420[文化科学—课程与教学论]