基于扎根理论的MOOC在线深度互动影响因素
发布时间：2018-07-13 11:46
【摘要】：近年来,部分MOOC平台为满足学习者的深度互动需求推出了各具特色的互动工具和方法,然而在线深度互动效果并不理想,如何解决MOOC在线互动存在的问题并有效实现在线深度互动是提高MOOC教学质量的关键。本研究运用扎根理论方法探究影响MOOC在线深度互动的深层次原因,结果发现,参与意愿、个体能力、教学情境、知识氛围、支持服务五个主范畴对深度互动存在显著影响,其中参与意愿是内驱动因,个体能力是内部情境因素,教学情境、知识氛围和支持服务是外部情境因素。在此基础上,本研究还探索了五个主范畴的构成因子及其作用机制,构建了"意愿—情境—行为"模型,为MOOC在线深度互动提供思路和实施路径。
[Abstract]:In recent years, some MOOC platforms have developed different interactive tools and methods to meet the needs of learners. However, the effect of deep interaction on line is not ideal. How to solve the problems of MOOC online interaction and how to effectively realize the deep online interaction is the key to improve the quality of MOOC teaching. In this study, the deep-seated causes of the deep online interaction of MOOC are explored with the method of rooted theory. The results show that five main categories, including willingness to participate, individual ability, teaching situation, knowledge atmosphere and support service, have significant effects on the deep interaction. The participation intention is the internal driving factor, the individual ability is the internal situation factor, the teaching situation, the knowledge atmosphere and the support service are the external situation factors. On the basis of this, the paper also explores the constitutive factors of the five main categories and their mechanism of action, and constructs a "wish-situation-behavior" model, which provides ideas and implementation paths for the deep online interaction of MOOC.
【作者单位】： 哈尔滨师范大学美术学院;哈尔滨工业大学管理学院;
【基金】：国家自然科学基金资助项目“创意发酵视角下创意团队复杂创意方案形成过程机理研究”(71573064) 国家科技支撑计划子课题“重大科研成果工程化过程中集成创新研究”(2012BAG07B01-9) 黑龙江省哲学社会规划专项项目“MOOC在线深度互动的关键影响因素与激发策略研究”(16GLD07)
【分类号】：G434
本文编号：2119262
[Abstract]:In recent years, some MOOC platforms have developed different interactive tools and methods to meet the needs of learners. However, the effect of deep interaction on line is not ideal. How to solve the problems of MOOC online interaction and how to effectively realize the deep online interaction is the key to improve the quality of MOOC teaching. In this study, the deep-seated causes of the deep online interaction of MOOC are explored with the method of rooted theory. The results show that five main categories, including willingness to participate, individual ability, teaching situation, knowledge atmosphere and support service, have significant effects on the deep interaction. The participation intention is the internal driving factor, the individual ability is the internal situation factor, the teaching situation, the knowledge atmosphere and the support service are the external situation factors. On the basis of this, the paper also explores the constitutive factors of the five main categories and their mechanism of action, and constructs a "wish-situation-behavior" model, which provides ideas and implementation paths for the deep online interaction of MOOC.
【作者单位】： 哈尔滨师范大学美术学院;哈尔滨工业大学管理学院;
【基金】：国家自然科学基金资助项目“创意发酵视角下创意团队复杂创意方案形成过程机理研究”(71573064) 国家科技支撑计划子课题“重大科研成果工程化过程中集成创新研究”(2012BAG07B01-9) 黑龙江省哲学社会规划专项项目“MOOC在线深度互动的关键影响因素与激发策略研究”(16GLD07)
【分类号】：G434
【相似文献】
相关期刊论文 前7条
1 黄清;;“扎根理论”及其在课程建构中的运用[J];教育评论;2008年01期
2 徐琦,李兴保;扎根理论及其对网络教学研究的启示[J];中国教育技术装备;2005年10期
3 冯生尧,谢瑶妮;扎根理论:一种新颖的质化研究方法[J];现代教育论丛;2001年06期
4 周海银;;扎根理论及其在学校课程管理研究中的运用[J];教学与管理;2007年12期
5 孙沛华;;基于扎根理论的信息化课堂有效教学评价体系研究[J];现代教育技术;2011年09期
6 赵云龙;;基于扎根理论的高三学生考试元担忧研究[J];鸡西大学学报;2013年04期
7 齐玲;漆昌柱;;扎根理论:心理学本土化的有效途径[J];体育世界(学术版);2007年02期
相关会议论文 前1条
1 赵梅;;婚姻冲突及其对青春期子女影响的质性研究[A];第十届全国心理学学术大会论文摘要集[C];2005年
相关硕士学位论文 前1条
1 秦天;基于扎根理论的大学生学业拖延研究[D];东北师范大学;2015年
，本文编号：2119262
本文链接：https://www.wllwen.com/jiaoyulunwen/jiaoyutizhilunwen/2119262.html
