教师干预对师范生慕课学习行为的影响研究  

A Study on the Influence of Teachers’Intervention on Normal Students’Learning Behavior in MOOC

作　　者：沈俊汝 吕国宁 杨莹莹 Junru SHEN;Guoning LV;Yingying YANG(School ofEducational Science,Zhengzhou Normal University,Zhengzhou 450044,Henan;School of Information Science and Technology,Zhengzhou Normal University,Zhengzhou 450044,Henan;School of Life Science,Zhengzhou Normal University,Zhengzhou 450044,Henan)

机构地区：[1]郑州师范学院教育科学学院,河南郑州450044 [2]郑州师范学院科研处,河南郑州450044 [3]郑州师范学院生命科学学院,河南郑州450044

出　　处：《中国教育信息化》2024年第3期90-98,共9页Chinese Journal of ICT in Education

基　　金：河南省2022年度教师教育课程改革研究项目“实践导向的师范院校网络支教服务模式构建与应用研究”(编号:2022-JSJYYB-094);2023年度河南省重点研发与推广专项(科技攻关)项目“基于多元数据融合的中小学教师数字素养智能测评关键技术研究”(编号:232102320148)。

摘　　要：在教育创新实践中,慕课正在成为推动我国高等教育变革的重要引擎。文献分析发现,慕课在吸引大量学习者参与学习的同时,也出现退课率高、持续力差、合格率低等突出问题。针对上述问题,研究者选取参与国家精品在线开放课程学习的师范生为研究对象,借鉴RTI三级干预模型,构建慕课学习干预框架,有针对性地对慕课学习过程实施教师干预,收集未干预和受干预组师范生的学习过程性数据。采用量化分析和质性分析相结合的方式,以三角互证法为效度保证,对两组师范生慕课学习过程中的时间相关行为、课程参与相关行为、成绩相关行为等,进行描述性统计分析和可视化分析并做横向对比。深入剖析教师干预对师范生慕课学习行为产生的作用,包括显著增加注册学习人数、明显减少退出学习人数、稳定观看课程视频群体、改善作业提交情况、提升讨论区发回帖参与度、提高课程测验成绩、优化获得证书占比等。研究表明,适当的教师干预在慕课学习过程中对学习保持率、学习参与度、互动深度以及学习效果具有积极作用。In the practice of educational innovation,MOOC is becoming an important engine to promote the reform of higher education in China.Literature analysis found that,in addition to attracting a large number of learners to participate in the learning,MOOC also has problems such as high dropout rate,poor sustainability and low qualification rate.In response to the above issues,the study selected normal students who participated in the national-level MOOC learning as the observation objects,drew on RTI three-level intervention model to build a framework for learning intervention of MOOC,targeted teacher intervention will be implemented on the learning process of MOOC,and learning process data will be collected for both the non-intervention and intervention groups of normal students.Adopted a combination of quantitative analysis and qualitative analysis,used the triangulation method as a validity guarantee,descriptive statistical analysis and visual analysis were conducted on the time-related behaviors,course participation-related behaviors,and achievement-related behaviors of two groups of normal students during their MOOC learning process.Thoroughly analyzed the effects of teachers’intervention on the learning behavior of normal students in MOOC,including significantly increased the number of registered learners,significantly reduced the number of dropouts,stabilized the group of viewers of course videos,improved homework submission,increased participation in discussion forum feedback,improved course testing scores,and optimized the proportion of certificate holders.The research showed that appropriate teachers’intervention had a positive effect on learning retention rate,learning participation,interaction depth and learning effect in the process of MOOC learning.

关 键 词：数字化学习 教师干预 慕课学习 师范生 学习行为 

分 类 号：G434[文化科学—教育学]