[1]花燕锋,张龙革.基于MOOCs的多元同心学习分析模型构建与应用研究[J].远程教育杂志,2014,(05):104-112.
 Hua Yanfeng,Zhang Longge.Research on Construction and?Application?of Multiplex and?Concentric?Learning Analytics Model Based on MOOCs[J].Distance Education Journal,2014,(05):104-112.
点击复制

基于MOOCs的多元同心学习分析模型构建与应用研究()
分享到:

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

卷:
期数:
2014年05期
页码:
104-112
栏目:
学习新论
出版日期:
2014-09-25

文章信息/Info

Title:
Research on Construction and?Application?of Multiplex and?Concentric?Learning Analytics Model Based on MOOCs
作者:
花燕锋 ;张龙革
吉林大学 高等教育研究所,吉林长春 130012
Author(s):
Hua Yanfeng ; Zhang Longge
Institute for Higher Education, Jilin University, Changchun, Jilin 130012
关键词:
MOOCs学习分析数据挖掘模型构建与应用个性化教育
Keywords:
MOOCs Learning analytics Data mining Construction and application of the model Personalized?education
分类号:
G434
文献标志码:
A
摘要:
随着MOOCs在国内外势不可挡的发展趋势,其高退学率低通过率导致教学效果不尽人意的问题,逐渐成为研究者关注的焦点。学习分析则为解决该难题提供了一系列的研究方法和技术支持。为此,以学习分析促进MOOCs的个性化教育为核心,从学习过程、学习环境、教育环境、数据挖掘、应用支持服务、受益者等多元化视角出发,构建了基于MOOCs的多元同心学习分析模型,并在已有研究的基础上归纳出支持该学习分析模型的关键技术。最终,以学习者特征识别、学习者在线学习行为分析、学习者交互分析三类典型应用来演示多元同心学习分析模型在MOOCs中的具体应用,以期为学习分析在MOOCs中的具体实施提供指导。
Abstract:
With the overwhelming development of MOOCs all over the world, many researchers focus on the problems of high dropout rates and low through-rates of MOOCs. Learning analytics provides a series of research methods and technology for solving this problem, which is regarded to promote the personalized education of MOOCs. From the diverse perspectives of learning process, learning environment, education environment, data mining, support services and the beneficiaries, the multiplex and?concentric?learning analytics model based on MOOCs is constructed. According to the existing researches, the key technology and tools to support this model is summed up. Finally, three types of typical applications including the recognition of students’ feature, analysis of students’ online learning behaviors and analysis of students’ interaction are proposed to demonstrate the application of the model, so as to provide enlightenment for the application of learning analytics in MOOCs.

相似文献/References:

[1]崔国强,王小雪,刘炬红,等.学习、设计与技术——AECT2014年会评述与思考[J].远程教育杂志,2015,(01):003.[doi:10.15881/j.cnki.cn33-1304/g4.2015.01.001]
[2]舒忠梅,徐晓东,屈琼斐,等.基于数据挖掘的学生投入模型与学习分析[J].远程教育杂志,2015,(01):039.[doi:10.15881/j.cnki.cn33-1304/g4.2015.01.004]
[3]张家年,占南,李阳,等.基于网络计量学的网络课程评价方法研究[J].远程教育杂志,2015,(01):066.[doi:10.15881/j.cnki.cn33-1304/g4.2015.01.008]
[4]王佑镁 包 雪 王晓静.密涅瓦(Minerva)大学:MOOCs时代创新型大学的探路者[J].远程教育杂志,2015,(02):003.[doi:10.15881/j.cnki.cn33-1304/g4.2015.02.001]
 Wang Youmei,Bao Xue&Wang Xiaojing. Minerva School: Explorer of Innovative University in the era of MOOCs [J].Distance Education Journal,2015,(05):003.[doi:10.15881/j.cnki.cn33-1304/g4.2015.02.001]
[5]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.[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,(05):055.[doi:10.15881/j.cnki.cn33-1304/g4.2015.02.008]
[6]黄美初 沈敏敏.翻转课堂与MOOCs在开放大学教学中的有效结合研究——太极四重嵌套式的翻转课堂与MOOCs相结合架构初探[J].远程教育杂志,2015,(02):062.[doi:10.15881/j.cnki.cn33-1304/g4.2015.02.009]
 Huang Meichu&Shen Minmin.Research on the Effective Combination of MOOCs and the Flipped Classroom in the Open University’s Teaching——A Look at the combination of the Flipped Classroom and MOOCs through Tai Chi Quartet Nest Model[J].Distance Education Journal,2015,(05):062.[doi:10.15881/j.cnki.cn33-1304/g4.2015.02.009]
[7]姜强,赵蔚.MOOCs:从缘起演变到实践新常态——兼论“创客”、“互联网+”时代的发展机遇与挑战[J].远程教育杂志,2015,(03):056.[doi:10.15881/j.cnki.cn33-1304/g4.2015.03.009]
 Jiang Qiang,Zhao Wei.MOOCs: From the Origin and Evolution to New Normal of Practice: On Development Opportunity and Challenge in "Maker" and "Internet+" Era[J].Distance Education Journal,2015,(05):056.[doi:10.15881/j.cnki.cn33-1304/g4.2015.03.009]
[8]李曙华,李 洋,桑新民.探索MOOCs与现实课堂结合的教学模式——系统科学与圣塔菲网络课程的个案研究[J].远程教育杂志,2014,(05):017.
 Li Shuhua,Li Yang,Sang Xinmin.Blending MOOCs with Face-to-Face Instruction: A Case Study of Systems Science and Santa Fe Institute’s MOOCs[J].Distance Education Journal,2014,(05):017.
[9]宋述强,高 瑄,钟晓流.从翻转课堂到翻转会议——O2O环境中的翻转会议模型及其技术支撑体系研究[J].远程教育杂志,2014,(04):038.
 Song Shuqiang,Gao Xuan,Zhong Xiaoliu.From Flipped Classroom to Flipped Conference:A Study on Academic Conference Mode and Its Technology-Supported Platform in O2O Environment[J].Distance Education Journal,2014,(05):038.
[10]姜淑慧.MOOCs与SPOCs:在线课程发展的不同路径与共同问题[J].远程教育杂志,2014,(04):106.
 Jiang Shuhui.MOOCs and SPOCs: The Different Paths and Common Problems of the Online Course Development[J].Distance Education Journal,2014,(05):106.
[11]顾小清,胡艺龄,蔡慧英.MOOCS的本土化诉求及其应对[J].远程教育杂志,2013,(05):003.
 Gu Xiaoqing,Hu Yiling,Cai Huiying.Appeal and Response to the Development of MOOCs’ Localization in China[J].Distance Education Journal,2013,(05):003.
[12]宗 阳,郑勤华,张 玄,等.学习分析视角下MOOCs形成性测试难度系数研究[J].远程教育杂志,2016,(03):096.[doi:10.15881/j.cnki.cn33-1304/g4.2016.03.011]
 Zong Yang,Zheng Qinhua,Zhang Xuan,et al.The Research about Difficulty Coefficient of MOOCs’ Formative Tests in the Perspective of Learning Analytics[J].Distance Education Journal,2016,(05):096.[doi:10.15881/j.cnki.cn33-1304/g4.2016.03.011]

备注/Memo

备注/Memo:
本文系吉林省教育科学“十二五”规划项目“小学英语生态课堂建构的个案研究”(项目编号:GH13003)阶段性研究成果。
更新日期/Last Update: 2014-09-25