[1]张 俊,徐小双,王 锋,等.“互联网+”课程的学生参与行为研究[J].远程教育杂志,2017,(06):087-94.[doi:10.15881/j.cnki.cn33-1304/g4.2017.06.010]
 Zhang Jun,Xu Xiaoshuang,Wang Feng,et al.Research on Undergraduates’ Participative Behavior in “Internet Plus” Courses[J].Distance Education Journal,2017,(06):087-94.[doi:10.15881/j.cnki.cn33-1304/g4.2017.06.010]
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“互联网+”课程的学生参与行为研究()
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《远程教育杂志》[ISSN:1006-6977/CN:61-1281/TN]

卷:
期数:
2017年06期
页码:
087-94
栏目:
深度阐述
出版日期:
2017-11-15

文章信息/Info

Title:
Research on Undergraduates’ Participative Behavior in “Internet Plus” Courses
作者:
张 俊; 徐小双; 王 锋 ; 胡珊珊; 汪仕梦
黄冈师范学院 教育科学与技术学院, 湖北黄冈 438000
Author(s):
Zhang Jun; Xu Xiaoshuang; Wang Feng; Hu Shanshan; Wang Shimeng
School of Educational Science and Technology, Huanggang Normal University, Huanggang Hubei 438000
关键词:
“互联网+”课程网联课程参与行为效用水平UOOCs网络约束系数
Keywords:
“Internet plus” Courses University-united open online courses Participative behavior Utility level UOOCs Network constraint index
分类号:
G420
DOI:
10.15881/j.cnki.cn33-1304/g4.2017.06.010
文献标志码:
A
摘要:
网络联盟共享课程丰富了“互联网+”课程的内涵,使混合教学突破了校际限制。从课程选择和教学交互两类学生参与行为出发,发现课程类型、课程来源、授课时段、课程教师和教学距离五个属性影响着学生选择网络联盟共享课程的行为;首先,通过调查学生的选课偏好,采用联合分析方法计算每个属性水平的效用值和各自的相对重要性,能够指导学校开设课程和避免资源浪费。基于远程和本地课堂的学生教学交互图,采用结构洞的社会网络理论,根据网络约束系数描述了网络联盟共享课程的交互特点,体现了教师所具备的结构优势和信息优势,其中,不充分的课堂交互导致个别学生成为学习群体间的关键中间人。从学生的主观感受和客观成绩方面看,网络联盟共享课程实现了优质教学资源共享。最后,根据学生的参与行为提出了联合建设网联课程的措施,为“互联网+课程”的发展提供有益的启示。
Abstract:
University-united open online courses create a new blending instructional model across regional boundaries. From undergraduates’ participative behavior in university-united open online courses(UOOCs), it is declared that five attributes, such as course type, teaching time, professional title and instructional interaction, influence undergraduates’ selection of UOOCs. According to preference for course selection, both utility level and relative importance of five attributes were computed by conjoint analysis to guide setting courses and avoid wasting resource. While two instructional interaction graphs in local and distant classrooms were built, network constraint indexes described interactive features about UOOCs. It was conducted that teachers had structural advantage and information superiority, and that individual learners become key intermediaries when insufficient interaction happened in classrooms. Both objective feeling and subjective achievements from learners proved that UOOCs could realize sharing high-quality instructional resource. Finally several suggestions were provided for collaborative construction of UOOCs

备注/Memo

备注/Memo:
基金项目:本文系教育部人文社会科学研究一般项目“置换培训协作云建设研究”(项目编号:11YJA880125);湖北省教育科学规划课题“网络协同的校本培训平台研究”(项目编号:2010A051);湖北省青年科研创新团队项目“基于云计算的数字化教育资源共享技术研究”(项目编号:T201312);黄冈师范学院教育学重点学科项目“教育信息化视野下的农村教师角色期望与重构研究”(项目编号:JYXZD1302)的研究成果。
更新日期/Last Update: 2017-11-16