MOOC课程资源访问模式与学习绩效的关系研究
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摘要
本文基于一门典型MOOC课程10,598名学生学习行为数据,对MOOC课程的资源访问模式及其对学习绩效的影响进行了探索。文章从访问动机、资源类型、行为投入特征三个方面定义了12个在线学习行为变量作为挖掘MOOC学习者资源访问模式的特征变量,12个变量累计解释期末成绩65.7%的变异。研究采用二阶聚类方法基于12个特征变量最终聚类出六种资源访问模式:主动的系统学习型访问模式、全面探索型访问模式、绩效型访问模式、内容型访问模式、随机操练型访问模式和随机浏览型访问模式。研究发现,以目标动机和绩效动机双重驱动的主动的系统学习型访问模式的成绩最好,对绩效类资源的高投入访问将显著影响学习者的成绩。文章最后对MOOC课程的资源访问模式及其有效性、资源访问模式的评测指标、MOOC课程设计与学习支持以及研究本身进行了讨论与反思。期望能够为实践中MOOC课程教学设计与学习支持的改进提供依据。
This article examines the user behaviors, learning performance, access patterns and their influence on the learning performance in a MOOC of 10,598 learners. 12 learning behavior variables are defined in terms of motivation to access, resource type and behavioral engagement. Six types of access patterns,based on the 12 characteristic variables, are identified using second order clustering. It shows that systematic and active access, driven by goal-oriented motivation and performance-oriented motivation, results in better learning results. Finally the study discusses and reflects upon the different access patterns and their effectiveness, the evaluation index for the access patterns, instructional design of the MOOC,learning support and the study itself.
This article examines the user behaviors, learning performance, access patterns and their influence on the learning performance in a MOOC of 10,598 learners. 12 learning behavior variables are defined in terms of motivation to access, resource type and behavioral engagement. Six types of access patterns,based on the 12 characteristic variables, are identified using second order clustering. It shows that systematic and active access, driven by goal-oriented motivation and performance-oriented motivation, results in better learning results. Finally the study discusses and reflects upon the different access patterns and their effectiveness, the evaluation index for the access patterns, instructional design of the MOOC,learning support and the study itself.
引文
贾积有,缪静敏,汪琼.2014.MOOC学习行为及效果的大数据分析--以北大6门MOOC为例[J].工业和信息化教育(09):23-29.
蒋卓轩,张岩,李晓明.2015.基于MOOC数据的学习行为分析与预测[J].计算机研究与发展,52(3):614-628.
李爽,王增贤,喻忱,宗阳.2016.在线学习行为投入分析框架与测量指标研究--基于LMS数据的学习分析[J].开放教育研究,22(02):77-88.
李爽,钟瑶,喻忱,程罡,魏顺平.2017.基于行为序列分析对在线学习参与模式的探索[J].中国电化教育(03):88-95.
王萍.2015.基于edX开放数据的学习者学习分析[J].现代教育技术,25(04):86-93.
王改花,傅钢善.2019.网络学习行为与成绩的预测及学习干预模型的设计[J].中国远程教育(02):39-48.
石磊,程罡,李超,魏顺平.2017.大规模私有型在线课程学习行为及其影响因素研究--以国家开放大学网络课程学习为例[J].中国远程教育(04):23-32,80.
杨娟,宋晓玲,乔兴媚.2017.自主在线学习环境下学习行为与学习风格偏向性的关联分析研究[J].中国远程教育(10):47-54,79-80.
宗阳,孙洪涛,张亨国,郑勤华,陈丽.2016.MOOCs学习行为与学习效果的逻辑回归分析[J].中国远程教育(05):14-22.
朱珂.2017.网络学习空间中学习者交互分析模型及应用研究[J].电化教育研究(05):43-48.
Antonenko,P.D.,&Niederhauser,D.S.(2010).The influence of leads on cognitive load and learning in a hypertext environment.Computers in Human Behavior,26(2),140-150.
Asarta,C.J.,&Schmidt,J.R.(2013).Access patterns of online materials in a blended course.Decision Sciences Journal of Innovative Education,11(1),107-123.
Anderson,A.,Huttenlocher,D.,Kleinberg,J.,&Leskovec,J..(2014).Engaging with massive online courses.the 23rd international conference on world wide web(pp.687-698).New York:ACM.
Arora,S.,Goel,M.,Sabitha,A.S.,&Mehrotra,D.(2017).Learner groups in massive open online courses.American Journal of Distance Education,31(2),80-97.
Baugher,D.,Varanelli,A.,&Weisbord,E..(2010).Student hits in an internet-supported course:how can instructors use them and what do they mean?.Decision Sciences Journal of Innovative Education,1(2),159-179.
Chiu,T.,Fang,D.P.,Chen,J.,Wang,Y.,&Jeris,C.(2001).A robust and scalable clustering algorithm for mixed type attributes in large database environment.ACM SIGKDD International Conference on Knowledge Discovery and Data Mining.(pp.263-268).New York:ACM.
Chen,B.,Fan,Y.,Zhang,G.,&Wang,Q.(2017).Examining motivations and self-regulated learning strategies of returning MOOCs learners.the Seventh International Learning Analytics&Knowledge Conference.(pp.542-543).New York:ACM.
Cerezo,R.,Sánchez-Santillán,M.,Paule-Ruiz,M.P.,&Nú?ez,J.C.(2016).Students.lms interaction patterns and their relationship with achievement:a case study in higher education.Computers&Education,96,42-54.
Dweck,C.S.,&Leggett,E.L.(1988).A social-cognitive approach to motivation and personality.Psychological Review,95(2),256-273.
Howell,A.J.,&Watson,D.C.(2007).Procrastination:associations with achievement goal orientation and learning strategies.Personality&Individual Differences,43(1),167-178.
Kalyuga,S.,Chandler,P.,&Sweller,J..(1998).Levels of expertise and instructional design.Human Factors:the Journal of the Human Factors and Ergonomics Society,40(1),1-17.
Kizilcec,RenéF.,Piech,C.,&Schneider,E..(2013).Deconstructing disengagement:analyzing learner subpopulations in massive open online courses.International Conference on Learning Analytics&Knowledge.(pp.170-179).New York:ACM.
Khalil,M.,&Ebner,M.(2017).Clustering patterns of engagement in massive open online courses(moocs):the use of learning analytics to reveal student categories.Journal of Computing in Higher Education,29(1),114-132.
Lust,G.,Elen,J.,&Clarebout,G.(2013).Regulation of tool-use within a blended course:student differences and performance effects.Computers&Education,60(1),385-395.
Mayer,R.E.,&Moreno,R..(1998).A split-attention effect in multimedia learning:evidence for dual processing systems in working memory.Journal of Educational Psychology,90(2),312-320.
Macfadyen,L.P.,&Dawson,S..(2010).Mining lms data to develop an“early warning system”for educators:a proof of concept.Computers&Education,54(2),0-599.
Murray,M.C.,Jorge Pérez,Geist,D.B.,&Hedrick,A..(2012).Student interaction with online course content:build it and they might come.Journal of Information Technology Education Research,11(1),125-140.
Rodrigues,R.L.,Ramos,J.L.C.,Jo?o C.Sedraz Silva,Gomes,A.S.,Souza,F.D.F.D.,&Maciel,A.M.A..(2016).Discovering level of participation in MOOCs through clusters analysis.IEEE International Conference on Advanced Learning Technologies.(pp.232-233).IEEE.
Tuckman,B.W.(2005).Relations of academic procrastination,rationalizations,and performance in a web course with deadlines.Psychological Reports,96(3c),1015-21.
Wang,A.Y.,&Newlin,M.H.(2000).Characteristics of students who enroll and succeed in psychology web-based classes.Journal of Educational Psychology,92(1),137-143.
Wilson,A.(2003).Evidence of effectiveness of course management software and asynchronous communication in a first finance course.Journal of Financial Education,29,40-54.
You,J.W.(2015).Examining the effect of academic procrastination on achievement using lms data in e-learning.Journal of Educational Technology&Society,18(3),64-74.
You,J.W.(2016).Identifying significant indicators using lms data to predict course achievement in online learning.Internet&Higher Education,29,23-30.
蒋卓轩,张岩,李晓明.2015.基于MOOC数据的学习行为分析与预测[J].计算机研究与发展,52(3):614-628.
李爽,王增贤,喻忱,宗阳.2016.在线学习行为投入分析框架与测量指标研究--基于LMS数据的学习分析[J].开放教育研究,22(02):77-88.
李爽,钟瑶,喻忱,程罡,魏顺平.2017.基于行为序列分析对在线学习参与模式的探索[J].中国电化教育(03):88-95.
王萍.2015.基于edX开放数据的学习者学习分析[J].现代教育技术,25(04):86-93.
王改花,傅钢善.2019.网络学习行为与成绩的预测及学习干预模型的设计[J].中国远程教育(02):39-48.
石磊,程罡,李超,魏顺平.2017.大规模私有型在线课程学习行为及其影响因素研究--以国家开放大学网络课程学习为例[J].中国远程教育(04):23-32,80.
杨娟,宋晓玲,乔兴媚.2017.自主在线学习环境下学习行为与学习风格偏向性的关联分析研究[J].中国远程教育(10):47-54,79-80.
宗阳,孙洪涛,张亨国,郑勤华,陈丽.2016.MOOCs学习行为与学习效果的逻辑回归分析[J].中国远程教育(05):14-22.
朱珂.2017.网络学习空间中学习者交互分析模型及应用研究[J].电化教育研究(05):43-48.
Antonenko,P.D.,&Niederhauser,D.S.(2010).The influence of leads on cognitive load and learning in a hypertext environment.Computers in Human Behavior,26(2),140-150.
Asarta,C.J.,&Schmidt,J.R.(2013).Access patterns of online materials in a blended course.Decision Sciences Journal of Innovative Education,11(1),107-123.
Anderson,A.,Huttenlocher,D.,Kleinberg,J.,&Leskovec,J..(2014).Engaging with massive online courses.the 23rd international conference on world wide web(pp.687-698).New York:ACM.
Arora,S.,Goel,M.,Sabitha,A.S.,&Mehrotra,D.(2017).Learner groups in massive open online courses.American Journal of Distance Education,31(2),80-97.
Baugher,D.,Varanelli,A.,&Weisbord,E..(2010).Student hits in an internet-supported course:how can instructors use them and what do they mean?.Decision Sciences Journal of Innovative Education,1(2),159-179.
Chiu,T.,Fang,D.P.,Chen,J.,Wang,Y.,&Jeris,C.(2001).A robust and scalable clustering algorithm for mixed type attributes in large database environment.ACM SIGKDD International Conference on Knowledge Discovery and Data Mining.(pp.263-268).New York:ACM.
Chen,B.,Fan,Y.,Zhang,G.,&Wang,Q.(2017).Examining motivations and self-regulated learning strategies of returning MOOCs learners.the Seventh International Learning Analytics&Knowledge Conference.(pp.542-543).New York:ACM.
Cerezo,R.,Sánchez-Santillán,M.,Paule-Ruiz,M.P.,&Nú?ez,J.C.(2016).Students.lms interaction patterns and their relationship with achievement:a case study in higher education.Computers&Education,96,42-54.
Dweck,C.S.,&Leggett,E.L.(1988).A social-cognitive approach to motivation and personality.Psychological Review,95(2),256-273.
Howell,A.J.,&Watson,D.C.(2007).Procrastination:associations with achievement goal orientation and learning strategies.Personality&Individual Differences,43(1),167-178.
Kalyuga,S.,Chandler,P.,&Sweller,J..(1998).Levels of expertise and instructional design.Human Factors:the Journal of the Human Factors and Ergonomics Society,40(1),1-17.
Kizilcec,RenéF.,Piech,C.,&Schneider,E..(2013).Deconstructing disengagement:analyzing learner subpopulations in massive open online courses.International Conference on Learning Analytics&Knowledge.(pp.170-179).New York:ACM.
Khalil,M.,&Ebner,M.(2017).Clustering patterns of engagement in massive open online courses(moocs):the use of learning analytics to reveal student categories.Journal of Computing in Higher Education,29(1),114-132.
Lust,G.,Elen,J.,&Clarebout,G.(2013).Regulation of tool-use within a blended course:student differences and performance effects.Computers&Education,60(1),385-395.
Mayer,R.E.,&Moreno,R..(1998).A split-attention effect in multimedia learning:evidence for dual processing systems in working memory.Journal of Educational Psychology,90(2),312-320.
Macfadyen,L.P.,&Dawson,S..(2010).Mining lms data to develop an“early warning system”for educators:a proof of concept.Computers&Education,54(2),0-599.
Murray,M.C.,Jorge Pérez,Geist,D.B.,&Hedrick,A..(2012).Student interaction with online course content:build it and they might come.Journal of Information Technology Education Research,11(1),125-140.
Rodrigues,R.L.,Ramos,J.L.C.,Jo?o C.Sedraz Silva,Gomes,A.S.,Souza,F.D.F.D.,&Maciel,A.M.A..(2016).Discovering level of participation in MOOCs through clusters analysis.IEEE International Conference on Advanced Learning Technologies.(pp.232-233).IEEE.
Tuckman,B.W.(2005).Relations of academic procrastination,rationalizations,and performance in a web course with deadlines.Psychological Reports,96(3c),1015-21.
Wang,A.Y.,&Newlin,M.H.(2000).Characteristics of students who enroll and succeed in psychology web-based classes.Journal of Educational Psychology,92(1),137-143.
Wilson,A.(2003).Evidence of effectiveness of course management software and asynchronous communication in a first finance course.Journal of Financial Education,29,40-54.
You,J.W.(2015).Examining the effect of academic procrastination on achievement using lms data in e-learning.Journal of Educational Technology&Society,18(3),64-74.
You,J.W.(2016).Identifying significant indicators using lms data to predict course achievement in online learning.Internet&Higher Education,29,23-30.