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慕课教学过程中师生教学互动对学习者的学习效率产生极大的影响。基于已有研究，借助结构方程模型，提出慕课教学互动层次影响因素的理论模型和研究假设，利用课题组收集的2017—2020年中国大学慕课平台3门课程讨论区讨论数据对模型和假设进行验证和讨论。研究发现：师生教学互动层次较低，讨论主题未能有效调整；2020年疫情防控期间部分课程教学互动层次并未因学习者的增多而提升，互动数量和层次较差；师生互动积极性、互动频次、互动内容对互动层次有显著的正向影响，而讨论区外其他社交媒体则会对互动层次产生显著的负向影响。为此，建议改革课程评价，调动师生互动积极性；完善交流方式，鼓励师生参与讨论；实时更新教学内容，满足学习者个性化学习需求；开发和完善平台功能，提高教学互动效率。
Abstract：Teacher-student teaching interaction in the teaching process of MOOCs has a great impact on learners' learning efficiency.Based on existing research and the use of Structural Equation Modeling(SEM), a theoretical model and research hypothesis on the influencing factors of MOOC teaching interaction level are proposed. The model and hypothesis are validated and discussed using the discussion data collected by the research group from the three MOOC platform course discussion areas of Chinese universities from 2017 to 2020.The results show that: the level of teacher-student teaching interaction is low, and the discussion topics cannot be effectively adjusted; the level of teaching interaction in some courses during the epidemic prevention and control period in 2020 does not increase due to the increase of learners, and the number and level of interaction is poor; teacher-student interaction motivation,frequency and content of interactions had a significant positive effect on the level of interactions, while other social media outside the discussion forum had a significant negative effect on the level of interactions. To this end, it is recommended that course evaluation be reformed to motivate teachers and students to interact; communication methods be improved to encourage teachers and students to participate in discussions; teaching content be updated in real time to meet learners' personalised learning needs; and platform functions be developed and improved to enhance the efficiency of teaching interaction.
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基本信息:
中图分类号:G434
引用信息:
[1]柳中奇,韩双玉.基于SEM模型的慕课教学互动层次影响因素研究——来自3门慕课讨论区的数据实证[J].中国电化教育,2023,No.442(11):113-121.
基金信息:
2020年度湖北省高等学校省级教学研究项目“从研学脱节到研学互促：硕士课程‘课题探究+翻转课堂’教学模式改革”(项目编号：2020318); 2023年度广州市社科规划课题(共建项目)“数字时代沉浸式技术与高校思政课深入融合模式研究”阶段性研究成果
2023-11-10
2023-11-10