基于学习参与度调查对远程学习支持服务的反思

Distance Learning Support:Implications from Learning Participation Survey Results

随着我国高校网络教育的深入发展,关注学习者实际学习过程与学习效果成为改善与提升网络教育学习支持服务质量与网络教育质量的重要前提。本研究受远程交互研究中参与度概念的启发,以奥鹏远程教育北京直属学习中心服务的学习者以及一门2008年国家级精品课程(网络教育)的课程论坛为例,采用问卷调查、论坛帖子统计分析、访谈等方法对学习者的学习行为和参与度、参与度影响因素以及所需学习支持服务进行实证调查,并基于调查结果对学习支持服务的根本职能、未来服务重点与发展趋势进行了讨论。研究发现,案例学生的学习行为以课程考核为中心,社会性学习行为较少,学习参与度有待提高。研究建议未来学习支持服务需要更加关注认知或学术类支持,并适当组织人际交互活动促进学生的参与度、改善学生学习效果。

With the development of online education in China's higher education institutions,there is an increasing research interest in learning process and learning outcomes,knowledge of which is a prerequisite for improving learning support and online education quality. Inspired by the key concept of participation in interaction theory,an empirical study was conducted to investigate learning behaviour and participation,factors affecting participation,as well as learning support demanded. The subjects of study were from Beijing Learning Centre of the Open Consortiuma public service system for China's open and distance education. Data were collected from questionnaire feedback,contributions to a course forum,and interviews. Findings indicate that students' learning process was examination-oriented with little social presence and that their learning participation needs further encouragement. Implications were also discussed in relation to the roles,foci,and future development of learning support.