主动助学稳定在职英语学习者保有率的实践研究

The Efficacy of Proactive Learning Support: A Case Study on Efforts to Retain Online Adult English Learners

辍学率是网络教育学院关注的一个重要课题。面对比常规高校高得多的辍学率,各网校纷纷采取措施,力图提高学习者保有率,从而降低流失率。本文以某高校网院自2008年秋季学期以来针对英语专业在职学习者采取的系列主动助学实践为研究对象,探讨了主动助学支持服务在稳定学习者保有率方面所起的作用。实践证明,围绕作业提交、课程终结考试和缴费这三个关键环节开展的主动助学是有效的,取得了预期的效果。但主动助学也引发了新的问题,如一些学习者有对助学过于依赖的倾向。对此,本文进行了反思,初步探讨了主动助学是否存在过度助学的问题。

High dropout rate has been an issue of great concern to many online educational institutions. This paper describes and discusses a series of proactive learning support service designed to help retain adult English learners. Three aspects of learners' learning performance were identified as critical indicators, i.e., submission of assignments, participation of course-based summative assessment as well as paying for tuition. Proactive learning support was accordingly initiated at both academic and learner management levels. The efficacy of proactive learning support is discussed, based on data collected from questionnaires, observations and semi-structured interviews. The practice has proven to meet its goal. However, new issues arise after provision of proactive learning support for four years. There is concern that some learners seem to be more dependent who demonstrate weaker abilities for self-directed learning and self-management, and who take proactive learning support for granted. This paper goes on to explore whether those learning support services are overactive.