Ключевые слова
Вовлечение, МООК, sMOOC, tMOOC, xMOOC, обучение
Резюме
Массовые открытые онлайн-курсы (MOOC) позволяют удовлетворить потребности в обучении с учетом особенностей их типологий (xMOOC, tMOOC, cMOOC, iMOOC, среди прочих), однако их высокий процент отсева все еще остается скрытым. Последние исследования подтверждают, что вовлечение является альтернативой для снижения уровня отсева. В проанализированной литературе пока не удалось систематизировать ответы на вопрос о том, как гарантировать вовлеченность в MOOC и тем самым снизить процент отсева. И, в соответствии с этим вопросом, существуют ли еще трудности для преподавателей в этой области образовательных технологий? Это побудило нас провести данный систематический обзор, чтобы определить, как вовлеченность используется для снижения уровня отсева в MOOC. Статьи из журналов, индексируемых в Scopus или WoS, были рассмотрены с использованием протокола PRISMA. В конце протокола было проанализировано 40 исследований. Результаты показывают, что основными переменными являются: дизайн электронной деятельности; внутренняя и внешняя мотивация; и общение между студентами. Подтверждено, что основными проблемами для обеспечения вовлеченности в МООК являются: индивидуальное обучение, интерактивность и обратная связь. В связи с нехваткой исследований, в которых вышеупомянутые переменные анализируются комплексно, в качестве будущей работы предлагается определить, какие взаимосвязи существуют между этими переменными, участвующими в вовлечении и отсеве в MOOC.
Ссылки
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Получила: 05-05-2021
пересмотренный: 10-07-2021
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