中学生慕课学习体验:内涵、现状及优化路径——基于上海G慕课平台的实证分析

Middle School Students’MOOC Learning Experience:Connotation,Current Situation and Optimization Path——An Empirical Analysis based on the G MOOC Platform in Shanghai

慕课学习体验包括对课程、交互、学习者内驱力、平台技术支持等方面的感知和反应。文章通过对468名上海G慕课平台学习者的调研,发现中学生的慕课学习体验情况如下:交互意愿强烈,实际交互水平不高;隐客现象明显,发帖评论两极分化;助学答疑滞后,教师参与度低;学习意愿较强,但学习自主性较差;学习收获颇丰,诸多素质得到发展;课程内容生动,学习过程愉悦活泼;界面简洁美观,导航操作简单流畅。基于此,文章提出优化中学生慕课学习体验的方向与思路:回到课程原点,检视内容设计;激发内在驱力,培养自控能力;关注隐客现象,无须强制交互;强化在线助教功能,答疑反馈更为及时;注重选课指导,倡议科学选课;完善平台功能,优化学习环境。

The learning experience of massive online open courses(MOOCs)includes the perception and response to the courses,interaction,learners’internal motivation,and platform technical support.Based on a survey of 468 learners on the Shanghai G MOOCs platform,the paper found that middle school students’MOOCs learning experience was as follow:strong willingness to interact,while low actual interaction level;obvious hidden guest phenomenon,polarization of posting comments;lagged learning assistance and answering questions,low level of teachers’participation;strong willingness to learn,while poor learning autonomy;productive learning gain,many qualities getting developed;vivid course content,pleasant and lively learning process,concise and beautiful interfaces;simple and smooth navigation operation.Based on this,the direction and idea for the optimization of learning experience of MOOCs were proposed:returning to the beginning of the course and reviewing the content design;stimulating internal drive and cultivating self-control ability;paying attention to hidden object phenomenon,unnecessary mandatory interaction,strengthening the online teaching assistant function,more timely answering questions feedback,laying emphasis to course selection guidance,advocating scientific course selection,improving platform functions,optimizing learning environment.