[1]万 昆,郑旭东,任友群.规模化在线学习准备好了吗?——后疫情时期的在线学习与智能技术应用思考[J].远程教育杂志,2020,(03):105-112.[doi:10.15881/j.cnki.cn33-1304/g4.2020.03.011]
 Wan Kun,Zheng Xudong,Ren Youqun.Does Large-scale Online Learning Prepare:Online Intelligent Learning in the Post-epidemic Period[J].Distance Education Journal,2020,(03):105-112.[doi:10.15881/j.cnki.cn33-1304/g4.2020.03.011]
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规模化在线学习准备好了吗?——后疫情时期的在线学习与智能技术应用思考()
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《远程教育杂志》[ISSN:1006-6977/CN:61-1281/TN]

卷:
期数:
2020年03期
页码:
105-112
栏目:
学术视点
出版日期:
2020-05-15

文章信息/Info

Title:
Does Large-scale Online Learning Prepare:Online Intelligent Learning in the Post-epidemic Period
作者:
万 昆; 郑旭东; 任友群
1.华东师范大学 教育信息技术学系,上海 200062;2.上饶师范学院 教育技术学系,江西上饶 334001;3.江苏师范大学 智慧教育学院,江苏徐州 221116
Author(s):
Wan Kun; Zheng Xudong; Ren Youqun
1.Department of Education Information Technology, East China Normal University, Shanghai 200062;2.Department of Education Technology,Shangrao Normal University, Shangrao Jiangxi 334001;3.School of Wisdom Education, Jiangsu Normal University, Xuzhou Jiangs
关键词:
规模化在线学习在线学习准备度人工智能策略研究
Keywords:
Large-scale Online LearningOnline Learning ReadinessArtificial IntelligenceStrategy Research
分类号:
G420
DOI:
10.15881/j.cnki.cn33-1304/g4.2020.03.011
文献标志码:
A
摘要:
在疫情防控的关键时期,规模化在线学习是落实“停课不停学”的重要方式。与以往的在线学习相比,规模化在线学习在学习场所、学习任务、学习同伴、思维方式、评价方式等多个方面发生了转变。它是教育信息化实践的一次特殊尝试,同时,也在重塑在线学习的价值,形成一种全新的学习生态。为了了解学习者规模化在线学习的现状、准备度等情况,研究运用问卷调查法,对全国3148名学生进行了调查研究,调查结果如下:一是在线学习满意度较低,感知教师支持较高,在线学习准备度一般,其中在线交互效能感最高,计算机自我效能感准备不足;二是人口学因素对规模化在线学习准备度有不同程度的影响,年级、所在区域、每天在线学习时长所带来的差异显著;三是对规模化在线学习满意度的影响因素进行了回归分析。因此,要提高规模化在线学习效果,可以关注以下几个方面:提升师生信息素养,加强自主学习能力,改善家校互动模式,增强教师支持,关注农村和留守儿童的在线学习等。在线学习在当下的疫情时期同样表现出诸多类似的问题。因此,在后疫情时期,我们应思考教师如何迎接后疫情的在线学习,后疫情时期学生如何学习,如何设计在线课程和实现优质教育资源共享,后疫情时期在线学习如何与线下学习有机融合。
Abstract:
In the critical period of epidemic prevention and control, large-scale online learning is an important way to implement “Suspended Class, Ongoing learning”. Compared with the previous online learning, large-scale online learning has changed in many aspects such as learning places, learning tasks, learning peers, thinking methods, and evaluation methods. Large-scale online learning is a special attempt in the practice of education informationization, which is also reshaping the value of online learning and forming a whole new learning ecology meanwhile. In order to understand the status and readiness of learners’ large-scale online learning, this paper investigated 3148 students nationwide with the method of questionnaire survey. The survey results are as follows: firstly, the online learning satisfaction is low, the perceived teacher support is high, the online learning readiness is general among which the online interaction efficacy is the highest, and the computer self-efficacy preparation is insufficient; secondly, demographic factors have different degrees of influence on large-scale online learning readiness, with significant differences in grade, region and daily online learning duration; thirdly, regression analysis is made on the influencing factors of large-scale online learning satisfaction. Therefore, in order to improve the effect of large-scale online learning, we can focus on the following aspects: improving the information literacy of teachers and students, strengthening the ability of self-learning, improving the mode of home-school interaction, strengthening teachers’ support, paying attention to the online learning of rural and left-behind children, and so on. Online learning also shows many similar problems in the current epidemic period. Therefore, in the post-epidemic period, We should think about how teachers meet the post-epidemic online learning, how students learn in the post-epidemic period, how to design online courses and realize the sharing of quality education resources, and how to integrate online learning with offline learning in the post-epidemic period.

备注/Memo

备注/Memo:
基金项目:本文系江西省教育科学规划“十三五”2020年度重点课题:混合式教学对学生学习投入度的影响实证研究—基于多源数据的分析(20ZD068)的研究成果。
更新日期/Last Update: 1900-01-01