MOOC课程资源访问模式与学习绩效的关系研究

The relationship between access patterns and learning performance of MOOCs

本文基于一门典型MOOC课程10,598名学生学习行为数据,对MOOC课程的资源访问模式及其对学习绩效的影响进行了探索。文章从访问动机、资源类型、行为投入特征三个方面定义了12个在线学习行为变量作为挖掘MOOC学习者资源访问模式的特征变量,12个变量累计解释期末成绩65.7%的变异。研究采用二阶聚类方法基于12个特征变量最终聚类出六种资源访问模式:主动的系统学习型访问模式、全面探索型访问模式、绩效型访问模式、内容型访问模式、随机操练型访问模式和随机浏览型访问模式。研究发现,以目标动机和绩效动机双重驱动的主动的系统学习型访问模式的成绩最好,对绩效类资源的高投入访问将显著影响学习者的成绩。文章最后对MOOC课程的资源访问模式及其有效性、资源访问模式的评测指标、MOOC课程设计与学习支持以及研究本身进行了讨论与反思。期望能够为实践中MOOC课程教学设计与学习支持的改进提供依据。

This article examines the user behaviors,learning performance,access patterns and their influence on the learning performance in a MOOC of 10,598 learners.12 learning behavior variables are defined in terms of motivation to access,resource type and behavioral engagement.Six types of access patterns,based on the 12 characteristic variables,are identified using second order clustering.It shows that systematic and active access,driven by goal-oriented motivation and performance-oriented motivation,results in better learning results.Finally the study discusses and reflects upon the different access patterns and their effectiveness,the evaluation index for the access patterns,instructional design of the MOOC,learning support and the study itself.