同步在线教学中的课堂互动与课程满意度研究——以北京大学教育博士项目为例

Classroom Interaction and Course Satisfaction in Synchronous Online Education--Taking the Ed.D in Graduate School of Education of Peking University for Example

文章以北京大学教育学院参与2020年寒假在线教学课程的教育博士(Doctor of Education,Ed.D)为研究对象,通过固定效应模型等方法分析学生课程满意度调查问卷数据和在线教学平台记录的学习行为数据,发现:教育博士对同步在线课程的整体满意度很高;并非课堂互动次数越多、时间越长,学生的课程满意度越高,满意度还与学生对课堂互动的预期及其学习自主性等有关;教师的课程设计、班级规模以及学生自主性等主观因素会在不同程度上影响课堂互动的频次和深度。基于研究结论,文章提出了提高同步在线课程质量的建议,以期为目前国内外同步在线教学的开展和完善提供借鉴。

Taking the doctor of education(Ed.D)from the Graduate School of Education of Peking University particapating in 2020 winter vacation online teaching course as research objects,this paper analyzed the student course satisfaction survey data and learning behavior data recorded in online teaching platform through fixed effect model and other methods.It was found that Ed.D had very high overall satisfaction with synchronous online teaching and the traditional view of‘the more frequent and longer the classroom interaction,the higher the students’course satisfaction’does not hold here because students’course satisfaction was also related to their expectation of classroom interaction and their own learning autonomy.In addition,subjective factors such as teachers’course design,class size and students’learning autonomy could affect the frequency and depth of classroom interaction in varying degrees.Based on research conclusions,the suggestions to improve the quality of synchronous online courses were put forward,in order to provide important reference for the development and improvement of synchronous online teaching at home and abroad.