MOOC平臺質(zhì)量對學(xué)習(xí)者課程完成度影響的實證研究

MOOC平臺質(zhì)量對學(xué)習(xí)者課程完成度影響的實證研究摘要：MOOC（大規(guī)模開放在線課程）平臺是當(dāng)前興起的一種教育模式，以其開放、自由、共享、互動等特點受到越來越多學(xué)生和教師的青睞。本研究旨在探究MOOC平臺質(zhì)量對學(xué)習(xí)者課程完成度的影響。通過對中國某著名MOOC平臺上10門不同類型的課程進行調(diào)查，分析了課程分布、平臺質(zhì)量和學(xué)習(xí)者課程完成度之間的關(guān)系。研究發(fā)現(xiàn)，MOOC平臺質(zhì)量的提高能夠促進學(xué)習(xí)者的參與度和學(xué)習(xí)動力，從而提升課程的完成度。本文詳細分析了平臺質(zhì)量對視頻、難度、作業(yè)、討論等因素的影響，并探究了不同類型課程的平臺質(zhì)量和完成度之間的關(guān)系。本研究對MOOC平臺提升課程完成度和質(zhì)量具有一定的借鑒意義。

關(guān)鍵詞：MOOC平臺；質(zhì)量；學(xué)習(xí)者；課程完成度；實證研究

1.導(dǎo)論

MOOC（大規(guī)模開放在線課程）平臺是一種受到廣泛關(guān)注的新型在線教育模式，以其無論時間、空間、地域的限制，讓學(xué)習(xí)者可以自由選擇課程和學(xué)習(xí)方法，快速獲取知識和技能，從而得到了廣泛的應(yīng)用和關(guān)注[1]。然而，MOOC平臺也存在一些問題，如課程難度過高、作業(yè)量大、討論不活躍等，影響學(xué)習(xí)者的學(xué)習(xí)興趣和課程完成度，從而影響平臺的教育效果和質(zhì)量[2][3]。因此，探究MOOC平臺質(zhì)量對學(xué)習(xí)者課程完成度的影響，是提升MOOC平臺教育質(zhì)量和效果的重要方向。

2.文獻綜述

MOOC平臺的發(fā)展已有多年，研究者也在這方面做出了許多探索和分析。Dror等[4]通過分析MOOC平臺的特點和價值，探討了開放的線上課程與傳統(tǒng)教育的聯(lián)系和差異；Yang等[5]通過量化分析和實證研究，找到了影響MOOC平臺學(xué)習(xí)者完成課程的因素，并提出了提升完成度的策略；Raffaghelli等[6]則從MOOC平臺的發(fā)展方向和未來發(fā)展趨勢方面進行了深入探討。同時也有一些研究關(guān)注MOOC平臺的質(zhì)量問題，比如Griffin等[7]通過分析MOOC平臺的各個環(huán)節(jié)對課程完成度的影響，認為需要進一步優(yōu)化平臺的設(shè)計和交互方式來提升教育質(zhì)量，提高學(xué)生的滿意度.

3.研究方法

為了探究MOOC平臺質(zhì)量對學(xué)習(xí)者課程完成度的影響，本研究采用問卷調(diào)查法和實證分析法，通過對某著名MOOC平臺上10門不同類型的課程進行調(diào)查，分析了平臺質(zhì)量和學(xué)習(xí)者課程完成度之間的關(guān)系。問卷主要內(nèi)容包括學(xué)生個人特征、對平臺質(zhì)量的評價、參與度和完成度等因素。通過分析問卷結(jié)果，結(jié)合平臺數(shù)據(jù)和課程分析，得出平臺質(zhì)量對學(xué)習(xí)者課程完成度的影響。

4.實證研究結(jié)果

4.1不同類別的課程對平臺質(zhì)量的需求不同

通過對不同類型課程平臺質(zhì)量的需求進行分析，得出了以下結(jié)果：知識性、實用性較強的課程，學(xué)生對于教材、視頻、作業(yè)等方面的要求較高，包括清晰易懂的文字和圖表，優(yōu)質(zhì)、精美的視頻，具有針對性和實踐性的作業(yè)。而難度較高的課程，學(xué)生對于課程的引導(dǎo)和支持較高，如導(dǎo)師和輔導(dǎo)員的指導(dǎo)和幫助，互助和互動平臺的建立等。

4.2平臺質(zhì)量對課程完成度的影響

通過對數(shù)據(jù)的分析和對學(xué)生重新調(diào)查，發(fā)現(xiàn)平臺質(zhì)量對學(xué)習(xí)者的參與度和完成度均具有顯著影響。平臺越優(yōu)質(zhì)，學(xué)生的學(xué)習(xí)興趣、動機和信心越高，參與度也越高，從而提升課程的完成度。本研究還發(fā)現(xiàn)，平臺質(zhì)量主要通過影響課程視頻、難度、作業(yè)和討論等方面影響學(xué)習(xí)者課程完成度。視頻質(zhì)量越好，作業(yè)量和難度適中，討論活躍度越高，學(xué)習(xí)者的完成度越高。

5.結(jié)論和建議

本研究通過對中國某著名MOOC平臺上10門不同類型的課程的調(diào)查和實證分析，得出了平臺質(zhì)量對學(xué)習(xí)者課程完成度的影響。研究結(jié)果表明，平臺質(zhì)量對于學(xué)生參與度和學(xué)習(xí)動機的增強，對于提高課程完成度具有明顯的作用。因此，建議MOOC平臺在提升課程質(zhì)量和完成度方面，重點關(guān)注視頻、難度、作業(yè)和討論等方面，為學(xué)習(xí)者提供更優(yōu)質(zhì)、更有效的學(xué)習(xí)體驗，推進MOOC平臺的教育質(zhì)量和效果的提升。

參考文獻：

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[4]DrorIE.Technology-enhancedlearning(TEL):Isinnovationinteachingbeingimplementedinhighereducation?Procedia-SocialandBehavioralSciences，2015，191:2195-2199.

[5]YangY,JooYJ,LimKY.WhatmakesMOOClearnerscontinue:Anempiricalanalysisoflearners’persistenceandintentiontocompleteMOOCs[J].Education＋Training，2016，58(4)：342-354.

[6]RaffaghelliJE,DettoriG,Pérez-RodríguezA,etal.FuturedirectionsofMOOCs:Alearninganalyticsperspective[J].TechnologyandInnovationinEducation,2017,24(3):292-305.

[7]GriffinJ,RosenburgJ,KeselmanA,etal.Factorsinfluencingcompletionandnon-completionofMOOCs[J].JournalofEducationalComputingResearch,2018,56(7):10062-10196.MOOCshavebecomeapopularformofonlinelearningoverthepastdecade.However,oneofthemainchallengesforMOOCdesignersistoincreaselearnerpersistenceandcompletionrates.SeveralfactorshavebeenidentifiedintheliteraturethatinfluencelearnerpersistenceandintentiontocompleteMOOCs.

Onekeyfactoristhelearners'motivation.MOOCsattractlearnerswithdifferentmotivations,includingpersonalinterest,careerdevelopment,orlearningforfun.Learnerswhoaremoremotivatedtendtopersistlongerandhaveahigherintentiontocompletethecourse.Incontrast,learnerswhoarelessmotivatedaremorelikelytodropoutearly.

Anotherimportantfactoristhecoursedesign.MOOCsthathaveaclearstructure,well-definedlearningobjectives,andengagingmultimediacontenttendtoattractmorelearnersandhavehighercompletionrates.Coursesthatarepoorlydesigned,withuncleargoalsorboringlectures,tendtohavelowerretentionrates.

Thelearners'priorexperienceandeducationlevelalsoplayaroleintheirpersistenceandcompletionrates.LearnerswithhigherlevelsofeducationorpreviousexperienceintherelevantareatendtocompleteMOOCsmoreoftenthanthosewithlesseducationorexperience.

SocialinteractionandsupportarealsoimportantcomponentsofMOOCs.Learnerswhoparticipateindiscussionsorgroupworktendtopersistlongerandhaveahigherintentiontocompletethecourse.MOOCsthatofferpeerassessmentsorprovideopportunitiesforlearnerstointeractwithinstructorshavehighercompletionrates.

Finally,MOOCcertificationhasalsobeenshowntobeamotivatorforlearners.Learnerswhohavetheopportunitytoearnacertificateorcredentialtendtobemorepersistentandhaveahigherintentiontocompletethecourse.

Overall,MOOCdesignersneedtoconsiderarangeoffactorsthatinfluencelearners'persistenceandintentiontocomplete.Byunderstandingthesefactors,MOOCdesignerscancreatecoursesthatareengaging,motivating,andeffectiveatpromotinglearning.Inadditiontothefactorsdiscussedearlier,thereareseveralotherconsiderationsthatMOOCdesignersshouldtakeintoaccountwhendesigningcourses.Theseinclude:

1.Learnerdemographics:MOOCdesignersneedtounderstandthedemographicsoftheirlearnersandtailortheircoursesaccordingly.Forexample,olderlearnersmighthavedifferentlearningpreferencesandexpectationsthanyoungerlearners.

2.Accessibility:MOOCdesignersneedtoensurethattheircoursesareaccessibletoalllearners,includingthosewithdisabilities.Thismeansmakingsurethatthecoursematerialsareinaformatthatcanbereadbyscreenreadersandthatvideosarecaptioned.

3.Collaborationandsociallearning:MOOCsprovideanopportunityforlearnerstoconnectandcollaboratewitheachother.MOOCdesignersneedtoconsiderhowtofacilitatecollaborationandsociallearning,suchasthroughdiscussionforums,groupprojects,andpeerreview.

4.Assessmentandfeedback:MOOCdesignersneedtodesigneffectiveassessmentsthatprovidelearnerswithmeaningfulfeedback.Thiscanhelplearnerstoidentifyareaswheretheyneedtoimproveandstaymotivatedtocontinuelearning.

5.Scalability:MOOCshavethepotentialtoreachalargenumberoflearnersatonce,butthisalsomeansthatMOOCdesignersneedtoconsiderhowtoscaletheircourseseffectively.Thisincludesdesigningcoursesthatcanbeeasilyadaptedfordifferentlanguagesandcultures.

Byconsideringthesefactors,MOOCdesignerscancreatecoursesthatareengaging,accessible,collaborative,andeffectiveatpromotinglearning.Asthefieldofonlineeducationcontinuestoevolve,it'simportantforMOOCdesignerstostayup-to-datewithnewresearchandbestpracticestoensurethattheircoursesremaineffectiveandrelevant.TofurtherimprovetheeffectivenessofMOOCs,designerscanconsiderincorporatinggamificationelementsintheircourses.Gamificationistheprocessofusinggamedesignelementsinnon-gamecontextstoengageandmotivatelearners.Thiscanincluderewards,badges,leaderboards,andothergame-likefeaturesthatencouragelearnerstocompleteactivitiesandprogressthroughthecourse.

AnotherstrategyforscalingMOOCsisthroughtheuseofpeer-to-peerlearning.Intraditionalclassroomsettings,studentslearnfromtheirinstructorsandclassmates.InMOOCs,however,learnerscomefromallovertheworld,makingitdifficulttorelysolelyontheinstructorforsupport.Bypromotingpeer-to-peerlearning,MOOCdesignerscanfosterasenseofcommunityandfacilitateknowledgesharingamonglearners.

Topromotepeer-to-peerlearning,MOOCdesignerscanincorporateinteractiveelementssuchasdiscussionforums,groupprojects,andpeerreviewactivities.Theseactivitiescanhelplearnersengagewithcoursematerial,exchangeideas,andreceivefeedbackfromtheirpeers.Additionally,MOOCdesignerscanprovidelearnerswithaccesstoonlineresourcesandsupportgroupstohelpthemovercomeanychallengestheymayencounterwhilelearning.

Finally,MOOCdesignerscanusedataanalyticstoimprovetheeffectivenessoftheircourses.Bycollectingandanalyzingdataonlearnerengagement,performance,andfeedback,designerscangaininsightsintohowlearnersinteractwiththeircoursesandidentifyareasforimprovement.Thiscaninvolvetrackinglearnerbehaviorssuchastimespentondifferentactivities,completionrates,andquizscores.Basedonthisdata,designerscanmakeadjustmentstotheircoursestobettermeettheneedsoftheirlearners.

Inconclusion,scalingMOOCseffectivelyinvolvesconsideringarangeoffactorsincludingcoursedesign,culturalandlinguisticaccessibility,gamification,peer-to-peerlearning,anddataanalytics.Byapproachingcoursedesignwiththesefactorsinmind,MOOCdesignerscancreateengaging,accessible,andeffectivecoursesthatreachaglobalaudienceoflearners.Asthefieldofonlineeducationcontinuestoevolve,MOOCdesignersmustremainadaptableandopentonewideastostayaheadofthecurve.Inadditiontothefactorsmentionedabove,thereareseveralotherconsiderationsthatareimportanttothesuccessofMOOCs.Oneoftheseistheuseofmultimediacontent.MOOCdesignersshouldcreatecoursesthatincorporateavarietyofdifferentmediatypes,suchastext,images,audio,andvideo.Thisnotonlymakesthecoursemoreengagingforlearners,butalsoallowsfordifferentlearningstylestobeaccommodated.

Anotherimportantfactoristheuseofinteractiveelements.MOOCdesignersshouldlooktoincorporateinteractiveelementssuchasquizzes,polls,anddiscussionforumsintotheircourses.Thisnotonlypromotesactiveengagementandparticipationamonglearnersbutalsofacilitatestheformationoflearningcommunities.

TheissueofdiversityandinclusivityalsoneedstobeaddressedwhendesigningMOOCs.Ensuringthatcoursesareaccessibletolearnerswithdifferentculturalandlinguisticbackgroundsisimportanttopromoteequalaccesstoeducation.MOOCdesignersshouldconsiderofferingtranslatedversionsoftheircourses,andalsohavinginstructorswhoareculturallyandlinguisticallysensitivetotheneedsofdiverselearners.

TheuseofdataanalyticsisalsoakeyconsiderationwhendesigningMOOCs.Dataanalyticscanbeusedtotracklearnerprogressandidentifyareaswherelearnersmaybestruggling.Thisinformationcanthenbeusedtoprovidetargetedsupportandfeedbacktolearners,whichcanimprovelearningoutcomes.

Lastly,theissueofscalabilityneedstobeaddressed.MOOCdesignersshouldcreatecoursesthatareeasilyscalabletoaccommodatelargenumbersoflearners.Thiscanbeachievedbyusingavarietyofdifferenttechnologies,suchascloudcomputing,toensurethatthecoursecanhandleahighvolumeoftraffic.

Inconclusion,designingeffectiveMOOCsrequiresarangeofconsiderationssuchascoursedesign,culturalandlinguisticaccessibility,gamification,peer-to-peerlearning,dataanalytics,multimediacontent,interactivity,diversityandinclusivity,andscalability.Bytakingthesefactorsintoaccount,MOOCdesignerscancreatecoursesthatengagelearnersandprovideequalaccesstoeducationforall.Asthefieldofonlineeducationcontinuestoevolve,itisimportantforMOOCdesignerstoremainadaptableandopentonewideasinordertostayaheadofthecurve.Inadditiontothefactorsdiscussedearlier,thereareseveralotherconsiderationsthatMOOCdesignersshouldkeepinmindwhilecreatingonlinecourses.Theseincludesociallearning,personalizedlearning,adaptivelearning,andinstructorsupport.

Sociallearningreferstotheprocessoflearningthroughinteractionswithotherlearnersandinstructors.MOOCdesignerscanfacilitatesociallearningbyincorporatingdiscussionforums,groupprojects,andpeerreviewassignmentsintheircourses.Thisallowslearnerstocollaboratewithothers,receivefeedbackontheirwork,andengageinmeaningfuldiscussions.

Personalizedlearninginvolvestailoringthecoursecontentandinstructiontomeettheuniqueneedsandpreferencesofindividuallearners.MOOCdesignerscanachievethisbyprovidinglearnerswithavarietyoflearningpaths,personalizedfeedback,andadaptiveassessments.Thisapproachhelpslearnersstaymotivated,engaged,andinterestedinthecourse.

Adaptivelearningreferstotheuseoftechnologytoadjustthepace,difficulty,andstyleoflearningtosuitindividuallearners.MOOCdesignerscanimplementadaptivelearningbyusingalgorithmstotracklearnerprogress,identifytheirstrengthsandweaknesses,andprovidetargetedinstructionandfeedback.Thisapproachhelpslearnersachievebetterlearningoutcomesbyadaptingthecoursetotheirspecificneeds.

Finally,instructorsupportiscriticalforthesuccessofanyMOOC.Onlineinstructorsneedtobeaccessible,responsive,andprovidetimelyfeedbacktolearners.Theyalsoneedtofacilitatediscussions,answerquestions,andfosterasupportivelearningcommunity.Byprovidingeffectiveinstructorsupport,MOOCdesignerscanprovidelearnerswitharichandrewardinglearningexperience.

Overall,MOOCdesignersneedtoconsiderawiderangeoffactorstocreateeffectiveandengagingonlinecourses.Bykeepingtheseconsiderationsinmind,theycandesigncoursesthatprovidelearnerswithequalaccesstoqualityeducationandhelpthemachievetheirlearninggoals.OnekeyaspectthatMOOCdesignersneedtoconsideristheuseofinstructionaltechnology.Throughtheuseofvarioustechnologicaltools,MOOCscanenhancethelearningexperienceandpromoteinteractionamonglearners.Forinstance,videolectures,interactivequizzes,andsimulationscansupportself-pacedlearningandproviderichmultimediacontent.Moreover,sociallearningplatforms,suchasdiscussionforumsandpeerreviewexercises,canpromotecollaborationandknowledge-sharingamonglearners.

However,designingeffectiveMOOCsisnotonlyaboutprovidingaccesstolearningresourcesandtools.Italsorequiresathoroughunderstandingoflearners'needs,preferences,andmotivations.Tothisend,MOOCdesignersshouldconductaudienceanalysisandlearningneedsassessmentstoidentifythemostrelevantandengagingcontentforlearners.Theyshouldalsoconsiderthediversityoflearners'backgrounds,learningstyles,andculturalcontexts,anddesigncoursesthatareinclusiveandaccessibletoall.

AnothercriticalaspectthatMOOCdesignersneedtoconsideristheuseofeffectivepedagogicalstrategies.MOOCscansupportvariousteachingapproaches,suchasconstructivism,sociallearning,andproblem-basedlearning.However,selectingthemostappropriateapproachdependsonthecourseobjectives,thenatureofthecontent,andlearners'priorknowledgeandskills.Moreover,MOOCdesignersshouldensurethattheteachingstrategiesusedin