我的慕课学习之旅：终身学习的自我人种志研究

My MOOC Journey Journey: an auto-ethnographical account into lifelong learning

有些人对大规模公开在线课程(慕课)褒扬有加,认为对于成年学习者的终身学习和扩大发展中国家人民的学习机会而言,慕课代表着教育的未来;有的则批评慕课学习效果欠佳、影响有限,不可持续,认为慕课只是一种暂时现象,尤其是考虑到其完成率低这种情况。对慕课的研究通常是基于局外者的视角,很少聚焦学生的体验。本文讨论笔者对自己学习不同类型慕课的经历进行叙事研究的结果。这是一项自我人种志研究,旨在遵循自我反思的元认知原则了解学习者对慕课学习的态度。因此,本研究的目的是探究如何从学习者的视角认识慕课学习体验,包括围绕自我指导学习、动机、终身学习和其他一些"顿悟"进行元认知自我反思。所有这些方面的研究结果对慕课的未来发展有重要意义。此外,本文还提出一个元认知框架,以帮助学生选择合适的慕课。

Massive Open Online Courses(MOOCs) have been heralded by some as the future of education, for both adult learners engaging in lifelong learning, as well as widening access to all people from the developing nations of the world. Others are critical of the effectiveness, impact and longevity of MOOCs and see them simply as a passing phase, particularly in the light of the low completion rate. Research about MOOCs is usually undertaken from an outsider’s viewpoint, with few studies focusing on a student’s experience. This article discusses the findings of a narrative enquiry written by the author on her journey through different types of MOOCs. It is an auto-ethnographic study, carried out in order that the author can understand the learner’s perspective on undertaking a MOOC, through using the metacognitive principle of self-reflection. The purpose of this research is therefore to create an understanding of the MOOC experience from a learner’s viewpoint. It includes findings through metacognitive self-reflection regarding self-directed learning, motivation, life-long learning and other light bulb moments, all of which are important to the future development regarding MOOCs. In addition, a metacognitive framework is proposed to assist students in their decisions regarding selecting and registering for a MOOC.