MOOC:特征与学习机制

发布时间：2018-06-11 14:04

本文选题：MOOC + 在线学习　；参考：《教育研究》2014年09期

【摘要】：当前,大规模开放在线课程(MOOC)的实践发展先于学界关于MOOC的理论研究。通过对MOOC进行文献分析、参与观察和案例分析,研究发现,MOOC的内涵主要从课程形态、教育模式和知识创新三个维度诠释。根据MOOC的学习理论基础和教学实践形式,MOOC的教学模式分为三种类型:基于内容的MOOC、基于网络的MOOC和基于任务的MOOC。与传统课程相比,MOOC具有规模大、开放性、网络化、个性化和参与性等内在特征,拥有包括在线学习有效性、精细掌握学习、学伴交互协作和复杂系统自组织等核心学习机制。在线学习有效性机制揭示MOOC构成要素对其教学效果的效应机理,精细掌握学习机制和学伴交互协作机制阐释MOOC核心要素的学习机理和作用机制,复杂系统自组织机制解释MOOC的动态演化过程、自组织涌现现象和后现代课程特征。
[Abstract]:At present, the practice of large-scale open-line course MOOC has developed before the theoretical research on MOOC in academic circles. Through literature analysis, observation and case study of MOOC, it is found that the connotation of MOOC is mainly interpreted from three dimensions: curriculum form, educational model and knowledge innovation. According to MOOC's learning theory and teaching practice, the teaching mode of MOOC can be divided into three types: content-based MOOC, Web-based MOOC and task-based MOOC. Compared with traditional courses, MOOC has the inherent characteristics of large scale, openness, networking, individuation and participation, and has core learning mechanisms such as online learning effectiveness, fine mastery learning, learning partner interaction and self-organization of complex systems. The effective mechanism of online learning reveals the effect mechanism of MOOC components on its teaching effect, and explains the learning mechanism and action mechanism of the core elements of MOOC by mastering the learning mechanism and the interaction and cooperation mechanism of learning partners. The self-organizing mechanism of complex systems explains the dynamic evolution of MOOC, self-organized emergence and postmodern curriculum characteristics.
【作者单位】：浙江工业大学教育科学与技术学院;
【基金】：浙江省2013年高等教育课堂教学改革项目“《教育技术课程群》参与式课堂教学研究与实践”(项目编号:KG2013051)的研究成果
【分类号】：G434

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