关键词

高等教育,学习,动因,个体学习环境,协作性学习环境,虚拟学习,教育创新,教育研究

摘要

在线学习中MOOC被视为最新的演进,自2008年发端,MOOC变成大学课程表整体构成之必须。这些课程尽管在社会上成功,作为结果的学习设计和功效一直被质疑。最近期的研究更多聚焦于讨论其提供世界范围内优质、大规模教育的潜力,而非衡量学习结果。本文揭示了聚焦于针对协作性MOOC的教育学设计及其对于能动性与学术成果的影响的研究结果。为使设计有效,使用了“特尔斐”研究方法,并使用IMMS(教育材料动因调查)方法来控制动因变量。学术表现则通过基于证据的学习法来评估。论文指出,学生对社交网络的密集使用,以及他们在个体学习环境中实施的活动所定义的学习设计影响着学术表现,调和此关系的动因变量则反映设计观念满意度的水平。所测获的学术结果与学生学习积极性数据支持大学教育中协作性MOOC的使用。

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收到: 30-04-2014

修订: 19-05-2014

公认: 21-06-2014

OnlineFirst: 15-11-2014

发布日期: 01-01-2015

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Castaño-Garrido, C., Maiz-Olazabalaga, I., & Garay-Ruiz, U. (2015). Design, motivation and performance in a cooperative MOOC course. [Diseño, motivación y rendimiento en un curso MOOC cooperativo]. Comunicar, 44, 19-26. https://doi.org/10.3916/C44-2015-02

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