泛在学习环境下基于活动理论的移动MOOC设计及实证研究

发布时间：2018-01-18 15:26

本文关键词：泛在学习环境下基于活动理论的移动MOOC设计及实证研究　出处：《中国电化教育》2017年11期 　论文类型：期刊论文

【摘要】：移动学习和MOOC是近年来教育研究者和实践者广泛关注的热点,如何发挥移动学习和MOOC的双重优势,提高学习者的学习效果和学习满意度是该文关注的重点。该文基于活动理论以学习者画像分析、学习目标设计、移动学习环境交互设计、移动基础工具选择和基于学习分析的系统改善五个维度构建了泛在学习环境下的移动MOOC设计模型。在此基础上,设计开发了基于微信公众平台的"微学堂",并以"移动学习的设计及其应用"课程为例,随机选取117名学习者从学习者画像分析的角度,采用路径分析、聚类分析等方法探究移动MOOC学习环境中影响学习者成绩和学习满意度的设计要素,以更好地改善泛在学习环境下的移动MOOC的学习环境设计。
[Abstract]:In recent years, mobile learning and MOOC have been the focus of attention of educational researchers and practitioners. How to give full play to the dual advantages of mobile learning and MOOC. This paper focuses on improving learners' learning effect and learning satisfaction. Based on activity theory, this paper focuses on learner portrait analysis, learning goal design, and interactive design of mobile learning environment. Based on the five dimensions of mobile basic tool selection and system improvement based on learning analysis, a mobile MOOC design model in a learning environment is constructed. A micro-school based on WeChat public platform is designed and developed. Taking the course of "Design and Application of Mobile Learning" as an example, 117 learners are randomly selected from the perspective of learner portrait analysis and path analysis. In order to better improve the design of mobile MOOC learning environment, cluster analysis is used to explore the design factors that affect learner achievement and learning satisfaction in mobile MOOC learning environment.
【作者单位】：上海开放大学上海开放远程教育工程技术研究中心;华东师范大学教育信息技术学系;
【基金】：全国教育科学“十三五”规划2016年度国家一般课题“大数据下在线学习用户画像的构建及其应用研究”(课题编号:BCA160053)研究成果
【分类号】：G434
【正文快照】： 一、引言移动终端的普及和移动无线网络技术的发展,使得人们已经进入“移动学习”时代,英国移动学习专家Sharples指出,先进的移动技术正使得数字化学习(E-learning)向移动学习(M-learning)转变[1]。而泛在学习(U-learning)继承了移动学习所有优势,被认为是能够真正实现“5A”(

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