基于MOOC的课程国际化背景下教学存在实证分析

Empirical Research on Teaching Presence in a Context of MOOC-Based Curriculum Internationalization

MOOC的出现为课程国际化提供了一种成本低、受众广的途径,而教学存在则为测量在线教学的质量与效果提供了一种更为有效的工具。以基于MOOC的课程国际化为研究背景,从教学存在的视角对其教学效果进行测量和分析,可为该类新形式的课程国际化实践提供理论指导。在采用国外高校MOOC学习与师生视频互动相结合的模式开展课程国际化教学的实践情境下,对收集到的92份样本数据进行定量与定性相结合的分析后发现:描述性统计结果显示,国外MOOC教师的教学存在水平及学生满意度较高;相关分析与线性回归分析结果显示,国外MOOC教师的教学存在与学生满意度显著相关,且“直接促进”是影响学生满意度的主因子;开放式问卷和访谈分析结果显示,国外MOOC教师在教学设计与组织、促进对话、直接教学等方面采取的策略可提升教学存在和学生满意度。实证分析结果表明,这种“MOOC自主学习+师生视频互动”的课程国际化模式具有良好的教学效果,有助于提升学生对在线学习的满意度,能够促使学生积极主动学习。

The emergence of MOOC provides a low-cost and wide-audience approach for curriculum internationalization,while the Teaching Presence (TP) provides a more effective tool for measuring the quality and effect of online instruction.Taking MOOC-based curriculum internationalization as the research context,measuring and analyzing its instructional effect from the perspective of TP can provide theoretical guidance for the practice of this new type of curriculum internationalization.In the context of curriculum internationalization which combined foreign MOOC learning with teacher-student video interaction,the quantitative and qualitative data from 92 samples were analyzed,and it was found that: there was a higher level for both foreign MOOC teachers’TP and student’satisfaction according to the descriptive statistical results;and there was a significantly positive correlation between foreign MOOC teachers’TP and students’satisfaction,and also direct facilitating was a predictor which could significantly predict students’satisfaction,based on the correlation analysis and linear regression analysis;foreign MOOC teachers took measures in instructional design and organization,facilitating discourse and direct instruction,which improved the TP and students’satisfaction,based on the open questionnaire and interview analysis.These empirical analysis shows that the internationalization mode of MOOC-based self-regulated learning plus teacher-student video interaction has positive instructional effect,which helps to improve students’ satisfaction towards online learning,and promotes students’active learning.