慕课学习者在线合作学习体验探究——以教师专业发展类慕课为例

发布时间：2018-11-21 12:05

【摘要】：近年来,慕课进入平稳发展阶段,改进教学设计以丰富学习者学习体验逐渐成为发展的重点。其中,慕课在生生互动方面的不足受到越来越多的关注。不少课程实践者与研究人员开始尝试拓展慕课生生互动的方式。在此背景下,某教师专业发展慕课尝试组织在线合作学习活动,希望以此促进学习者之间的交流。课程团队征集了52位学员志愿者,将其分成9组,每组5至7人。活动共持续六周,参与者通过小组QQ群自发组织课程作业的讨论,为彼此提供改进建议。活动结束后,研究人员通过问卷(24份有效问卷)与半结构访谈(9位被访者),调查了参与者的在线合作学习体验,包括学习者对小组协同过程、合作学习产出和互动中面临的挑战三方面的感知。研究发现,学习者在协同过程中遇到不少问题,但是大部分学习者认可在线合作学习活动对课程学习与教学实践的促进作用。学习者面临的挑战主要包括:专业背景差异阻碍相互理解,领导者角色缺失影响合作推进,时间协调困难影响共同参与,动机差异引发期待冲突。对上述挑战的分析,有助于丰富慕课情境下开展在线合作学习的认识,为开发符合慕课情境特征的合作学习策略提供线索。
[Abstract]:In recent years, Mu class has entered a stable stage of development, improving teaching design to enrich learners' learning experience has gradually become the focus of development. Among them, there is more and more attention to the deficiency of the interaction between students and students. Many course practitioners and researchers began to try to expand the interaction between students and students. In this context, a teacher's professional development curriculum tries to organize online cooperative learning activities, hoping to promote the communication between learners. The course team recruited 52 student volunteers and divided them into 9 groups of 5 to 7 people each. The program lasted for six weeks and participants provided suggestions for improvement through spontaneous discussion of class assignments organized by group QQ groups. After the event, the researchers investigated the online collaborative learning experience of participants, including the collaborative process of learners to the group, through questionnaires (24 valid questionnaires) and semi-structured interviews (9 interviewees). Three aspects of perception of the challenges faced in collaborative learning outcomes and interactions. The study found that learners encountered many problems in the process of collaboration, but most of them recognized the role of online cooperative learning activities in promoting curriculum learning and teaching practice. The main challenges faced by learners include: differences in professional background hinder mutual understanding lack of leadership role affect cooperation promotion difficulties in time coordination affect joint participation and differences in motivation lead to expectation conflict. The analysis of the above challenges is helpful to enrich the understanding of online cooperative learning and provide clues for the development of cooperative learning strategies in accordance with the characteristics of the context.
【作者单位】：北京大学教育学院;
【基金】：首都教育发展2011协同创新平台“慕课用于教师教研能力提升相关问题研究” 教育部在线教育研究中心2016年度在线教育研究基金(全通教育)重点项目“基于学习分析的慕课教学设计原则研究”(2016ZD101)
【分类号】：G434

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