MOOC学习行为及效果的大数据分析——以北大6门MOOC为例

发布时间：2018-06-10 14:52

本文选题：MOOC + 学习行为数据　；参考：《工业和信息化教育》2014年09期

【摘要】：2013年9月到2014年1月,北京大学6门MOOC课程在Coursera平台上线并完整实施。笔者对全部6门课程的82352位注册学员的学习行为数据进行了汇总与分析,试图发现课程层面上学员的网上学习行为及其对学员学业成绩的影响。相关分析结果表明,学业成绩与平时测验成绩和论坛活跃程度(发帖、回帖)有比较强烈的正相关关系,与观看课程网页次数有一定的正相关关系。无成绩学员的特征是,观看视频和网页、观看和下载课程内容的次数随着在学时间增加而增加,论坛参与性不强,有些参与较多。对取得了期末成绩的学生的数据分析发现,其成绩与以下大部分指标在0.01水平上呈显著正相关:在线时间、观看视频次数、观看网页次数、浏览和下载讲义次数、平时测验成绩之和,与开始学习时间呈显著负相关;5门课程结果显示成绩与论坛参与程度(发帖、回帖)呈正相关。
[Abstract]:From September 2013 to January 2014, six MOOC courses at Peking University were launched on Coursera and implemented in full. The author summarizes and analyzes the data of learning behavior of 82352 registered students in all 6 courses, and tries to find out the online learning behavior and its influence on students' academic achievement. The results of correlation analysis showed that there was a strong positive correlation between academic achievement and test scores and forum activity (posting, reply), and there was a positive correlation between academic achievement and the frequency of viewing course web pages. The characteristics of non-performance participants are that the frequency of watching videos and web pages, viewing and downloading course content increases with the increase of study time, the participation of forum is not strong, and some of them are more involved. The data analysis of the students with final grades showed that the scores were positively correlated with most of the following indicators at the level of 0.01: online time, number of times to watch video, number of times to watch web pages, number of times to browse and download handouts, There was a significant negative correlation between the sum of test scores and the beginning time of study. The results of 5 courses showed that the scores were positively correlated with the level of forum participation (posting and reply).
【作者单位】：首都师范大学首都教育发展协同创新中心;北京大学教育学院教育技术系;
【基金】：首都教育发展协同创新中心课题“信息化时代背景下教师教育在线开放课程研究”
【分类号】：G434

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