外语类慕课学习者黏性评估模型的构建研究——基于社会建构主义视角  

On the Model Evaluation Construction of Learner Stickiness in Foreign Language Learning MOOCs-From the Perspective of Social Constructivism

作　　者：王勃然[1] 刘梦迪 

机构地区：[1]东北大学外国语学院,沈阳110819 [2]奥克兰大学人文学部,新西兰奥克兰1010

出　　处：《外语教育研究》2023年第3期1-9,共9页Foreign Language Education & Research

基　　金：国家社科基金一般项目“基于动态系统理论的外语类在线开放课程学习者粘性现状分析及影响因素模型建构”(项目编号:19BYY230)。

摘　　要：在全球信息化时代背景下,慕课在如今的教育中发挥着重要作用。由于慕课学习具有较高的自主性和灵活性,近年来研究人员不断构建并优化模型以试图准确而全面地评估慕课学习者黏性。与其他科目课程相比,外语类课程对于互动和交际的要求更高,有必要构建符合自身特色和需求的慕课学习者黏性评估模型。基于社会建构主义所依托的认知心理学和互动主义两大理论,对技术接受与使用联合理论模型进行了扩充,既突出了外语教学的特性,又充分考量了学习者的人口统计学特征,创新性地构建了契合外语类慕课特性的“3合1”学习者黏性评估模型。MOOCs play an important role in today’s education in the context of global informatization.Due to the higher autonomy and flexibility of MOOCs learning,researchers have been constructing and optimizing models in order to evaluate MOOCs learners’stickiness in an accurate and comprehensive manner in recent years.Compared with the courses in other subject,foreign language learning courses have higher requirements for interaction and communication,so it is imperative to construct a model that especially evaluates learner stickiness in foreign language MOOCs.From the perspective of social constructivism,following cognitive psychology and interactionism theories,this paper builds a“3 in 1”evaluation model on the basis of Unified Theory of Acceptance and Use of Technology.The newly-constructed model highly considers not only the specific features of foreign language teaching and learning,but also individual users’demographic features,which is more suitable to evaluate learners’stickiness in foreign language learning MOOCs in particular.

关 键 词：慕课 外语教学 学习者黏性 社会建构主义 评估模型 

分 类 号：H09[语言文字—语言学] G434[文化科学—教育学]