关键词

参与、MOOC、sMOOC、tMOOC、xMOOC、学习。

摘要

海量开放在线课程(MOOCs)可以根据其类型(xMOOC、tMOOC、cMOOC、iMOOC等)的特殊性满足不同的学习需求,尽管该类型课程仍存在高退学率问题。最近的研究重申了参与度是降低退学率的替代方法。所分析的文献尚未对如何保证参与 MOOCs课程并降低其退学率这一问题找到系统性答案。此外,与该问题相符的另一个问题是,对教师来说在教育技术领域上是否存在挑战。这促使我们对该问题进行系统回顾,以了解参与度如何降低 MOOCs 的退学率。我们通过应用 PRISMA 声明对来自 Scopus 或 WoS 索引期刊的文章进行系统回顾。最终,我们决定分析 40 项研究。结果表明其主要变量是:电子活动的设计、内在和外在动机以及学生之间的交流。确定参与 MOOCs 的主要挑战是:个性化辅导、互动性和反馈。由于缺乏以综合方式分析上述变量的研究,我们建议在未来的工作中分析干预 MOOCs 中参与和放弃的这些变量之间存在的关系。

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收到: 05-05-2021

修订: 10-07-2021

公认: 15-07-2021

OnlineFirst: 15-10-2021

发布日期: 01-01-2022

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被引用

引述 Web of Science

Yu, ZG. Sustaining Student Roles, Digital Literacy, Learning Achievements, and Motivation in Online Learning Environments during the COVID-19 Pandemic SUSTAINABILITY, 2022.

https://doi.org/10.3390/su14084388

引述 Scopus

Yu, Z. . Sustaining Student Roles, Digital Literacy, Learning Achievements, and Motivation in Online Learning Environments during the COVID-19 Pandemic), Sustainability (Switzerland), .

https://doi.org/10.3390/su14084388

引述 Google Scholar

Yu, Z. (2022). Sustaining Student Roles, Digital Literacy, Learning Achievements, and Motivation in Online Learning Environments during the COVID-19 Pandemic. Sustainability, 14(8), 4388.

https://www.mdpi.com/2071-1050/14/8/4388

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Estrada-Molina, O., & Fuentes-Cancell, D. (2022). Engagement and desertion in MOOCs: Systematic review. [El engagement y la deserción en los MOOCs: Revisión sistemática]. Comunicar, 70, 111-124. https://doi.org/10.3916/C70-2022-09

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