[1]夏丽华,韩冬梅.学习者文化因素对MOOCs参与度的影响——以edX平台为例[J].远程教育杂志,2018,(02):105-112.[doi:10.15881/j.cnki.cn33-1304/g4.2018.02.011]
 Xia Lihua,Han Dongmei.Cultural Factor as Determinants of Participation in MOOCs:Using edX as Example[J].Distance Education Journal,2018,(02):105-112.[doi:10.15881/j.cnki.cn33-1304/g4.2018.02.011]
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学习者文化因素对MOOCs参与度的影响——以edX平台为例()
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《远程教育杂志》[ISSN:1006-6977/CN:61-1281/TN]

卷:
期数:
2018年02期
页码:
105-112
栏目:
专题研讨
出版日期:
2018-03-23

文章信息/Info

Title:
Cultural Factor as Determinants of Participation in MOOCs:Using edX as Example
作者:
夏丽华; 韩冬梅
上海财经大学 信息管理与工程学院,上海 200433
Author(s):
Xia Lihua; Han Dongmei
School of Information Management and Engineering, Shanghai University of Finance and Economics, Shanghai 200433
关键词:
MOOCs文化差异学习参与度泊松伪最大似然方法STEM课程
Keywords:
MOOCsCultural DifferencesLearning ParticipationPoisson Pseudo-maximum LikelihoodSTEM Course
分类号:
G434
DOI:
10.15881/j.cnki.cn33-1304/g4.2018.02.011
文献标志码:
A
摘要:
从文化视角扩展edX学习数据,结合WVS、CEPII数据库,建立泊松模型分析文化、语言和时间投入对学习参与度的影响,采用泊松伪最大似然法估计模型参数。研究发现,文化差异对学习参与度有显著负向影响,英语母语和时间投入对学习参与度有显著正向影响;中低文化差异组学习者有相似的文化认同,愿意付出更多的时间投入,推进学习参与度;STEM课程、非STEM课程学习者均呈现一致的变化趋势,学习者更关注STEM课程,其时间投入和学习参与度普遍高于非STEM课程;中等文化差异组学习者更积极地参与论坛社交互动,有效缓解文化差异的负效应。结合中国学习者的文化特征及学习行为,给出完善MOOCs管理的建议。
Abstract:
In this paper, based on edX learning data combined with WVS and CEPII database, Poisson model is constructed to capture cultural differences, language and learning time impact on participation from culture perspective. Furthermore, the Poisson pseudo-maximum likelihood method is used to estimate parameters. It shows that cultural difference have significantly negative effect on participation, and English speaking and learning time have significantly positive effect on participation. Smal cultural differences learners and middle cultural differences learners have similar cultural identity,so they are more likely to pay more learning time to promote the MOOCs participation . STEM curriculum and the non-STEM curriculum learners show a consistent trend of variance.Learners pay more attention to the STEM curriculum, STEM curriculum learners have generally more learning time and participation than non-STEM curriculum learners.Middle cultural differences learners are also more likely to engage in forum interaction to attenuate the negative effects of cultural differences. According to the cultural characteristics and learning behavior of Chinese learners, we propose suggestions for improving MOOCs management .

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备注/Memo

备注/Memo:
基金项目:本文系国家自然科学基金面上项目“考虑任务情境的双边差异性分组方法及应用研究”(项目编号:71371115);全国教育科学规划教育部重点课题 “新媒体环境对大学生学业情绪的影响及教学策略研究”(课题批准号:DIA170369)的研究成果之一。
更新日期/Last Update: 2018-03-23