[1]樊文强.基于关联主义的大规模网络开放课程(MOOC)及其学习支持[J].远程教育杂志,2012,(03):031-36.[doi:10.15881/j.cnki.cn33-1304/g4.2012.03.010]
 Fan Wenqiang.Connectivist MOOC and Its Learning Support[J].Distance Education Journal,2012,(03):031-36.[doi:10.15881/j.cnki.cn33-1304/g4.2012.03.010]
点击复制

基于关联主义的大规模网络开放课程(MOOC)及其学习支持()
分享到:

《远程教育杂志》[ISSN:1006-6977/CN:61-1281/TN]

卷:
期数:
2012年03期
页码:
031-36
栏目:
学习新论
出版日期:
2012-03-01

文章信息/Info

Title:
Connectivist MOOC and Its Learning Support
作者:
樊文强
北京航空航天大学 高等教育研究所,北京 100191
Author(s):
Fan Wenqiang
Institute of Higher Education, Beihang University, Beijing 100191
关键词:
关联主义MOOC学习支持
Keywords:
Connectivism MOOC Learning support
分类号:
G420
DOI:
10.15881/j.cnki.cn33-1304/g4.2012.03.010
文献标志码:
A
摘要:
基于关联主义学习理论的大规模网络开放课程(MOOC)具有不同于传统教学的特征和结构,它将学习者置身于真实的网络环境之中,让他们自发地交流、协作、建立连接、构建学习网络,即进行学习的自组织;同时,课程组织者设定学习主题、安排专家互动、推荐学习资源、促进分享和协作,承担大量幕后支持工作,即进行学习的他组织。高自主性和高退出率在关联主义MOOC中并存,作为他组织的学习支持应遵循学习的自组织规律,实现学习自组织与他组织之间的动态平衡。
Abstract:
With different features and structures from traditional teaching, connectivist MOOC puts learners into the authentic network environment, in which learners communicate, collaborate, connect and construct their learning networks spontaneously, namely the self-organization of learning; Meanwhile, the coordinators conduct lots of support and service, including setting topics, contacting experts who could interact with learners, recommending learning materials, facilitating sharing and collaboration, namely the heter-organization of learning. There are both higher level autonomy and higher drop rate in connectivist MOOC. As the means of heter-organization, learning support should follow principles of the self-organization of learning, keeping the dynamic balance between self-organization and heter-organization of learning.

相似文献/References:

[1]陈 曙.构建老年网络协作学习生态体系的逻辑、关键与通路——基于关联主义的视角[J].远程教育杂志,2015,(02):088.[doi:10.15881/j.cnki.cn33-1304/g4.2015.02.012]
 Chen Shu.The Construction of Elderly Network Collaborative Learning Ecosystem[J].Distance Education Journal,2015,(03):088.[doi:10.15881/j.cnki.cn33-1304/g4.2015.02.012]
[2]吴峰.企业知识的生产车间:企业MOOC的现状、特征与展望[J].远程教育杂志,2015,(03):019.[doi:10.15881/j.cnki.cn33-1304/g4.2015.03.003]
 Wu Feng.Production Workshop of Enterprise Knowledge: Characteristics, Present Situation and Prospect of Enterprise MOOC[J].Distance Education Journal,2015,(03):019.[doi:10.15881/j.cnki.cn33-1304/g4.2015.03.003]
[3]孙雨生,程亚南,朱礼军.基于MOOC的高校教学模式构建研究[J].远程教育杂志,2015,(03):065.[doi:10.15881/j.cnki.cn33-1304/g4.2015.03.010]
 Sun Yusheng,Cheng Yanan,Zhu Lijun.Research on Teaching Model Building Based on MOOC[J].Distance Education Journal,2015,(03):065.[doi:10.15881/j.cnki.cn33-1304/g4.2015.03.010]
[4]吕静静.开放大学混合式教学新内涵探究:基于SPOC的启示[J].远程教育杂志,2015,(03):072.[doi:10.15881/j.cnki.cn33-1304/g4.2015.03.011]
 Lv Jingjing.Research on New Connotation of Blended Learning?in?Open?University: An?Enlightenment?from?SPOC[J].Distance Education Journal,2015,(03):072.[doi:10.15881/j.cnki.cn33-1304/g4.2015.03.011]
[5]王 瑛,郑艳敏,贾义敏,等.教育信息化资源发展战略研究[J].远程教育杂志,2014,(06):003.[doi:10.15881/j.cnki.cn33-1304/g4.2014.06.001]
 Wang Ying,Zheng Yanmin,Jia Yimin,et al.Research on the Development Strategy of ICT Resources for Education[J].Distance Education Journal,2014,(03):003.[doi:10.15881/j.cnki.cn33-1304/g4.2014.06.001]
[6]黄小强,柯清超.cMOOC构成要素及其结构模型[J].远程教育杂志,2014,(06):087.[doi:10.15881/j.cnki.cn33-1304/g4.2014.06.011]
 Huang Xiaoqiang,Ke Qingchao.The Elements and Structural Model of cMOOC[J].Distance Education Journal,2014,(03):087.[doi:10.15881/j.cnki.cn33-1304/g4.2014.06.011]
[7]郭文革.网络课程类别分析——基于互联网教育传播模型的分析视角[J].远程教育杂志,2014,(05):041.
 Guo Wenge.The Classification of Online Course Model: From the Perspective of Online Education Communication System[J].Distance Education Journal,2014,(03):041.
[8]吴国强.能动关联:“云”时代的设计学习理念与策略[J].远程教育杂志,2012,(05):082.
 Wu Guoqiang.Active Connection: Concept and Strategy of Design Learning in the “Cloud” Age[J].Distance Education Journal,2012,(03):082.
[9]刘 菊,戴 军,解月光.自组织理论及其教育研究应用前景探析[J].远程教育杂志,2012,(01):037.[doi:10.15881/j.cnki.cn33-1304/g4.2012.01.008]
 Liu Ju,Dai Jun,Xie Yueguang.Self-organization theories and their application prospect in education research[J].Distance Education Journal,2012,(03):037.[doi:10.15881/j.cnki.cn33-1304/g4.2012.01.008]
[10]卢洪艳,钟志贤.关联主义视域下的个人知识管理[J].远程教育杂志,2012,(02):051.[doi:10.15881/j.cnki.cn33-1304/g4.2012.02.002]
 Lu Hongyan,Zhong Zhixian.On Personal Knowledge Management:A Perspective of Connectivism[J].Distance Education Journal,2012,(03):051.[doi:10.15881/j.cnki.cn33-1304/g4.2012.02.002]

备注/Memo

备注/Memo:
基金项目:本文系2012年度教育部人文社会科学研究青年基金项目“大学学术网络影响力评价研究”(项目编号:12YJCZH038)研究成果之一。
更新日期/Last Update: 1900-01-01