元认知视角下的慕课框架  

The MOOC Framework:a metacognitive view

作　　者： 肖俊洪(译)[4] Jennifer Roberts(Open and Distance Learning Association of Australia,ODLAA;Carl von Ossietzky University of Oldenburg,Center for Open Education Research)

机构地区：[1]南非大学远程开放学习研究院 [2]澳大利亚远程开放学习协会执委会 [3]德国奥尔登堡卡尔·冯·奥西茨基大学开放教育研究中心 [4]汕头广播电视大学

出　　处：《中国远程教育》2020年第7期50-59,77,共11页Chinese Journal of Distance Education

摘　　要：文献普遍显示慕课完成率很低,大多数课程的完成率在5%~15%之间。造成这种情况的原因是多方面的,本文认为原因之一是学生对慕课的总体体验(结构、内容和教学等)不满意。根据SERVQUAL (服务质量)的满意度量表,服务质量可以被定义为期望与实际体验之间的差距。因此,本文认为如果学生能充分了解自己对慕课的期望,并根据这些期望为慕课学习做好准备,那么服务质量会得到提升。本文是一篇已经发表的慕课学习自我人种志研究的续篇。笔者从一个学习者的视角,根据自身的慕课学习体验提出一个慕课元认知框架。本文从反思和实际应用两个方面对这个框架进行阐释,旨在帮助慕课潜在学习者为慕课学习做好准备,从而提升自己的学习满意度。MOOC completion rates are well documented as being very low,in most cases,between 5%to 15%.Many reasons have been suggested for the low completion rate.This paper investigates the thesis that one of the predictors of the low completion rates,is that students are not satisfied with the overall experience(structure,content,delivery,etc.)of the MOOC.According to the SERVQUAL measurement scale of satisfaction,service quality can be defined as the difference between expectations and actual experiences.The argument put forward in this paper is that service quality will be enhanced if students’expectation of the MOOC is well understood and if they are properly prepared for what to expect when undertaking the MOOC.This paper follows from an already published research paper featuring an autoethnographic journey of undertaking a MOOC.The author proposed a metacognitive MOOC framework,from a learner’s perspective,based on her MOOC journey.In this paper,this metacognitive MOOC framework is examined in terms of reflective as well as practical components,to assist prospective MOOC students to be prepared for the experience and enhance their satisfaction with their MOOC.

关 键 词：慕课 服务质量 元认知 自我反思 学生体验 完成率 

分 类 号：G420[文化科学—课程与教学论]