基于SPOC的协作学习活动设计与实践

发布时间：2018-11-25 07:10

【摘要】：MOOC(Massive Open Online Courses,即大规模开放在线课程)的出现,使来自全国各地的学生都能免费学习来自名牌大学的优质课程,给高等教育带来了很大的影响和冲击。然而,MOOC在发展过程中其局限性也随着显现出来,如注册率很高,而完成率很低,MOOC学习中师生缺少面对面的交流,缺乏对学生全面客观的评价等。SPOC(Small Private Online Courses,即小规模限制性在线课程)便是在这样的情况下应运而生,是为了弥补MOOC的不足而提出来的一种将网上学习和网下学习结合起来的在线学习模式。协作学习是混合学习中常用的形式,通过文献研究发现基于SPOC的协作学习研究还较少。本研究在现状调查和理论指导的基础上,设计基于SPOC的协作学习活动,并以通识类和专业类的具体课程进行活动设计、实践、评价和反思,最后提出基于SPOC的协作学习活动设计流程图以及相关策略和建议。本研究主要由四部分组成,主要内容如下:第一部分的内容是第一章和第二章,提出了本研究的背景,对MOOC、SPOC和协作学习的国内外现状进行阐述,在此基础上提出本研究的内容、目的和研究方法。并对本研究的概念进行界定、对理论基础进行阐述和分析,主要的理论基础有:建构主义理论、人本主义理论和活动理论。第二部分的内容是第三章和第四章,对学习者MOOC或SPOC的学习现状进行调查,阐述协作学习活动设计的原则和课程分类,在此基础上,对基于SPOC的协作学习活动进行初步设计。第三部分内容是第五章,基于SPOC的协作学习活动实践与评价,以通识课和专业课两类课程为实践对象,通识课程选择《现代社交与礼仪》和《手机人像摄影》为例,进行两轮实践,专业课程选择《网络课程与学习评价》,进行三轮实践,每一轮实践之后,进行总结和反思,为下一轮实践的完善提供依据。最后通过评价量表、调查问卷和访谈对协作学习活动进行评价。并根据基于SPOC的协作学习活动评价和效果,提出基于SPOC的协作学习活动设计流程图以及相关策略和建议。第四部分内容是第六章,是本研究的研究结论与展望。本研究通过理论分析与多轮实践,取得了一定的活动效果:学习者表示线下协作学习活动的方式,是对线上学习的补充,为学习者解决线上学习的疑惑,加深对知识的理解;同时,基于SPOC的协作学习活动方式,加强了学习者的合作意识,促进了学习者之间的感情交流。本研究笔者得出了基于SPOC的协作学习活动设计流程图,并得出以下策略和建议:对学习平台和SPOC课程的介绍,有助于协作学习活动的开展;合理地确定学习小组、制定明确的学习目标和小组内合理的分工对协作学习活动的顺利进行起着重要的作用;协作学习任务应表达明确;不同的学习者活动设计不同;不同的课程活动设计不同;以学习者为中心的协作学习活动设计,加上教师、助教的组织和指导和学习小组长的引领,促进协作学习活动顺利、有效地进行;合理利用社交软件,学习小组内QQ讨论组或微信讨论群为协作学习活动的有效开展提供了帮助;合理设计协作学习的评价方式。
[Abstract]:The emergence of MOOC, a large-scale open online course, enables students from all over the country to learn from high-quality courses from famous universities for free, with great impact and impact on higher education. However, the limitation of MOOC in the course of development has also become apparent, such as high registration rate, low completion rate, lack of face-to-face communication between the teachers and students in the MOOC study, and the lack of comprehensive and objective evaluation of the students. The Small Private Online Courses, a small-scale restricted online course, is an online learning model that combines online learning and web-based learning in order to make up for the shortage of MOOC. Collaborative learning is a common form in mixed learning, and the research of collaborative learning based on SPOC is less. On the basis of current research and theoretical guidance, this study designs a collaborative learning activity based on SPOC, and designs, practices, evaluates and reflects the specific courses of general and professional classes, and finally puts forward a flow chart of collaborative learning activity based on SPOC and related strategies and suggestions. The main contents of this study are as follows: the first part is the first chapter and the second chapter, the background of this study is put forward, and the present situation of MOOC, SPOC and collaborative learning is set forth, and the content, purpose and research methods of this study are put forward. The concept of this study is defined, the theoretical foundation is set forth and analyzed, the main theoretical basis is: the constructivism theory, the humanism theory and the activity theory. The content of the second part is the third chapter and the fourth chapter, the study of the learning status of the MOOC or SPOC of the learner, the principle of the collaborative learning activity design and the course classification, on this basis, the preliminary design of the collaborative learning activity based on the SPOC is carried out. The third part is the fifth chapter, on the basis of the practice and evaluation of the collaborative learning activity of the SPOC, the two classes of course are the practice object, the general course selection and the mobile phone portrait photography> for example, and the two rounds of practice are carried out. The course of the course selection , carry on the three-wheel practice, after each round of practice, carry on the summary and reflection, provide the basis for the improvement of the next round of practice. Finally, the collaborative learning activities were evaluated through the evaluation scale, the questionnaire and the interview. Based on the collaborative learning activity evaluation and effect of SPOC, a flow chart of collaborative learning activity based on SPOC and related strategies and suggestions are put forward. The fourth part is the sixth chapter, which is the research conclusion and prospect of this study. Through the theory analysis and the multi-wheel practice, this research has achieved a certain activity effect: the learner indicates the way of the offline collaborative learning activity, is the supplement to the learning on the line, the problem of the learning in the line is solved, and the understanding of the knowledge is deepened; and meanwhile, Based on the cooperative learning activity of SPOC, the cooperative consciousness of the learners is strengthened, and the emotional exchange among the learners is promoted. In this paper, a flow chart of collaborative learning activities based on SPOC is presented, and the following strategies and suggestions are drawn: the introduction of the learning platform and the SPOC course is helpful to the development of collaborative learning activities, and the learning group is reasonably determined. The development of a clear learning goal and a reasonable division of labor within the group plays an important role in the smooth progress of the collaborative learning activities; the collaborative learning tasks should be clear; different learners' activities are designed differently; different courses are designed differently; The learner-centered collaborative learning activity design, combined with the leadership of the teachers, the teaching assistants' organization and the guidance and the learning group, promotes the smooth and effective implementation of the collaborative learning activities; and the social software is reasonably utilized, In the study group, the QQ discussion group or the micro-mail discussion group provided the help for the effective implementation of the collaborative learning activity; and the evaluation method of the cooperative learning was reasonably designed.
【学位授予单位】：广西师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G434

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