本文選題：SPOC　切入點：學習行為分析　出處：《西南科技大學》2017年碩士論文

【摘要】：SPOC即Small Private Online Course(小規(guī)模限制性在線課程),是一種線上學習與線下輔導相結(jié)合的新型學習方式,可有效促進在線教育與傳統(tǒng)課堂教學的深度融合,是一種“后MOOC時代”的典型教學范式。本課題針對SPOC教學設(shè)計的不足,基于數(shù)據(jù)挖掘技術(shù)分析學習者的學習行為數(shù)據(jù),挖掘?qū)W習者的學習需求、學習規(guī)律和學習偏好,探索SPOC教學模式下學習者的學習特征,為設(shè)計出更符合學習者學習習慣和需求的教學資源和教學活動提供參考。首先,本課題從人本主義“以學習者為中心”的角度出發(fā),通過分析學習者對在線課程的學習體驗評價數(shù)據(jù),歸納出學習者反饋熱度最高的五項需求,即趣味性、實用性、易理解性、反饋性、知識組織合理性。并使用隨機森林方法定量分析各需求項的屬性重要度,確定出依次為趣味性、實用性、反饋性、易理解性、知識組織合理性的學習者在線學習需求強度。然后,本課題基于學習系統(tǒng)數(shù)據(jù)庫記錄統(tǒng)計分析了學習者的學習時間規(guī)律,結(jié)果顯示寒暑假是學生網(wǎng)絡(luò)學習的高發(fā)期,單日的學習時間也集中于上午十點鐘、下午五點鐘,單次學習時長則主要表現(xiàn)為兩類,即五分鐘左右的碎片化學習、四十分鐘左右的傳統(tǒng)課堂學習模式。最后,本課題為SPOC教學設(shè)計提出了發(fā)展建議,強調(diào)SPOC教學設(shè)計要充分考慮學習者的特征。本課題提出SPOC教學設(shè)計可依據(jù)學習者的學習需求強度,有的放矢地設(shè)計教學內(nèi)容、教學方式和教學評價等環(huán)節(jié),使教學方案更有效地滿足學習者需求,提高SPOC教學的適切性,改善學習體驗;在教學活動安排、個性化資源設(shè)計方面也要根據(jù)學習時間規(guī)律進行優(yōu)化,提高教學效率。此外,教學管理也要關(guān)注學生的異常學習行為表現(xiàn),并及時給予相應(yīng)的教學支持。為促進SPOC教學的發(fā)展,本課題將以上學習分析結(jié)果及建議應(yīng)用于SPOC教學實踐,設(shè)計和實現(xiàn)“大學選修課個性化網(wǎng)絡(luò)學習系統(tǒng)”,基于該系統(tǒng)提高SPOC教學效果和學習者體驗,為國內(nèi)中、高等學校開展SPOC教學建設(shè)和管理提供借鑒。
[Abstract]:SPOC (Small Private Online course) is a new learning method combining online learning and offline tutoring, which can effectively promote the deep integration of online education and traditional classroom teaching. It is a typical teaching paradigm of "post-#en0# era". Aiming at the deficiency of SPOC teaching design, this paper analyzes learners' learning behavior data based on data mining technology, mining learners' learning needs, learning rules and learning preferences. This paper explores the learning characteristics of learners in SPOC teaching mode, and provides a reference for designing teaching resources and teaching activities that are more suitable for learners' learning habits and needs. Firstly, this topic starts from the perspective of humanism "learner-centered". By analyzing the evaluation data of learners' learning experience of online courses, the paper concludes five requirements of learners' feedback heat, that is, interest, practicability, comprehensibility, feedback, etc. The rationality of knowledge organization. Using the stochastic forest method to analyze the attribute importance of each demand item, the order is interest, practicability, feedback, comprehensibility. Then, based on the database records of the learning system, this paper analyzes the learning time rule of the learners, and the results show that the winter and summer vacation is the high incidence period of the students' online learning. The single-day study time is also concentrated at 10:00 in the morning and 05:00 in the afternoon. The duration of a single study is mainly divided into two categories, namely, about five minutes of fragmented learning, and about 40 minutes of traditional classroom learning mode. Finally, This paper puts forward some suggestions for the development of SPOC teaching design, emphasizes that the characteristics of learners should be fully taken into account in SPOC teaching design, and points out that SPOC teaching design can design teaching contents according to the intensity of learners' learning needs. Teaching methods and teaching evaluation make the teaching plan more effective to meet the needs of learners, improve the relevance of SPOC teaching, improve learning experience. In order to promote the development of SPOC teaching, the design of individualized resources should be optimized according to the rules of learning time to improve the teaching efficiency. In addition, the teaching management should pay attention to the abnormal learning behavior of students and give corresponding teaching support in time, so as to promote the development of SPOC teaching. This topic applies the above learning analysis results and suggestions to the SPOC teaching practice, designs and implements the "College elective course Personalized Network Learning system", based on this system to improve the SPOC teaching effect and learner experience, for the domestic, Colleges and universities to carry out SPOC teaching construction and management to provide reference.
【學位授予單位】：西南科技大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G434

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相關(guān)碩士學位論文 前3條

1 楊秀英;基于SPOC的初中英語教學研究與實踐[D];杭州師范大學;2016年

2 牛淑麗;基于網(wǎng)易云課堂的SPOC翻轉(zhuǎn)教學模式設(shè)計研究[D];河北師范大學;2017年

3 和珍珍;基于學習行為分析的SPOC教學設(shè)計[D];西南科技大學;2017年

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本文編號：1671089