[1]汪 滢 汪 琼.社会技术系统理论视角下教师的知识与MOOCs行动——基于北京大学首批开设MOOCs教师的质性研究[J].远程教育杂志,2015,(02):055-61.[doi:10.15881/j.cnki.cn33-1304/g4.2015.02.008]
 Wang Ying & Wang Qiong.Teachers’ Knowledge and Actions on MOOCs from Perspective of Socio-Technical System——Based on the Qualitative Research on the First MOOCs Teachers from Peking University[J].Distance Education Journal,2015,(02):055-61.[doi:10.15881/j.cnki.cn33-1304/g4.2015.02.008]
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社会技术系统理论视角下教师的知识与MOOCs行动——基于北京大学首批开设MOOCs教师的质性研究()
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《远程教育杂志》[ISSN:1006-6977/CN:61-1281/TN]

卷:
期数:
2015年02期
页码:
055-61
栏目:
深度阐述
出版日期:
2015-03-25

文章信息/Info

Title:
Teachers’ Knowledge and Actions on MOOCs from Perspective of Socio-Technical System——Based on the Qualitative Research on the First MOOCs Teachers from Peking University
作者:
汪 滢 汪 琼
北京大学 教育学院
Author(s):
Wang Ying & Wang Qiong
Graduate School of Education, Peking University, Beijing 100871
关键词:
MOOCs教师知识教学意象教师行动社会技术系统质性研究
Keywords:
MOOCs Teachers’ knowledge Teaching image Teachers’ actions Socio-technical system
分类号:
G434
DOI:
10.15881/j.cnki.cn33-1304/g4.2015.02.008
文献标志码:
A
摘要:
对北京大学首批开设MOOCs的三位教师的质性研究发现:教师教学意象是决定教师的MOOCs行动的关键因素;当教师在MOOCs的行动中发现现况无法符合之前的教学意象时,通常通过修正行动策略、修正实践知识或修正教学意象三条路径来应对冲突;社会系统和技术系统共同影响着教师最终的MOOCs行动
Abstract:
After a qualitative research was conducted on three Peking University teachers who firstly attempted to make MOOCs, it was found that (1) teaching image is the key factor that influences teachers’ actions on MOOCs; (2) when the current situation does not fit the teachers’ image in the teachers’ taking actions on MOOCs, teachers usually modify action strategies, practical knowledge or image to deal with the conflict; (3) social system and technical system influence teachers’ actions on MOOCs.

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更新日期/Last Update: 1900-01-01