【摘要】：MOOC(Massive Open Online Courses,即大規(guī)模開放在線課程)的出現(xiàn),使來自全國各地的學生都能免費學習來自名牌大學的優(yōu)質(zhì)課程,給高等教育帶來了很大的影響和沖擊。然而,MOOC在發(fā)展過程中其局限性也隨著顯現(xiàn)出來,如注冊率很高,而完成率很低,MOOC學習中師生缺少面對面的交流,缺乏對學生全面客觀的評價等。SPOC(Small Private Online Courses,即小規(guī)模限制性在線課程)便是在這樣的情況下應(yīng)運而生,是為了彌補MOOC的不足而提出來的一種將網(wǎng)上學習和網(wǎng)下學習結(jié)合起來的在線學習模式。協(xié)作學習是混合學習中常用的形式,通過文獻研究發(fā)現(xiàn)基于SPOC的協(xié)作學習研究還較少。本研究在現(xiàn)狀調(diào)查和理論指導的基礎(chǔ)上,設(shè)計基于SPOC的協(xié)作學習活動,并以通識類和專業(yè)類的具體課程進行活動設(shè)計、實踐、評價和反思,最后提出基于SPOC的協(xié)作學習活動設(shè)計流程圖以及相關(guān)策略和建議。本研究主要由四部分組成,主要內(nèi)容如下:第一部分的內(nèi)容是第一章和第二章,提出了本研究的背景,對MOOC、SPOC和協(xié)作學習的國內(nèi)外現(xiàn)狀進行闡述,在此基礎(chǔ)上提出本研究的內(nèi)容、目的和研究方法。并對本研究的概念進行界定、對理論基礎(chǔ)進行闡述和分析,主要的理論基礎(chǔ)有:建構(gòu)主義理論、人本主義理論和活動理論。第二部分的內(nèi)容是第三章和第四章,對學習者MOOC或SPOC的學習現(xiàn)狀進行調(diào)查,闡述協(xié)作學習活動設(shè)計的原則和課程分類,在此基礎(chǔ)上,對基于SPOC的協(xié)作學習活動進行初步設(shè)計。第三部分內(nèi)容是第五章,基于SPOC的協(xié)作學習活動實踐與評價,以通識課和專業(yè)課兩類課程為實踐對象,通識課程選擇《現(xiàn)代社交與禮儀》和《手機人像攝影》為例,進行兩輪實踐,專業(yè)課程選擇《網(wǎng)絡(luò)課程與學習評價》,進行三輪實踐,每一輪實踐之后,進行總結(jié)和反思,為下一輪實踐的完善提供依據(jù)。最后通過評價量表、調(diào)查問卷和訪談對協(xié)作學習活動進行評價。并根據(jù)基于SPOC的協(xié)作學習活動評價和效果,提出基于SPOC的協(xié)作學習活動設(shè)計流程圖以及相關(guān)策略和建議。第四部分內(nèi)容是第六章,是本研究的研究結(jié)論與展望。本研究通過理論分析與多輪實踐,取得了一定的活動效果:學習者表示線下協(xié)作學習活動的方式,是對線上學習的補充,為學習者解決線上學習的疑惑,加深對知識的理解;同時,基于SPOC的協(xié)作學習活動方式,加強了學習者的合作意識,促進了學習者之間的感情交流。本研究筆者得出了基于SPOC的協(xié)作學習活動設(shè)計流程圖,并得出以下策略和建議:對學習平臺和SPOC課程的介紹,有助于協(xié)作學習活動的開展;合理地確定學習小組、制定明確的學習目標和小組內(nèi)合理的分工對協(xié)作學習活動的順利進行起著重要的作用;協(xié)作學習任務(wù)應(yīng)表達明確;不同的學習者活動設(shè)計不同;不同的課程活動設(shè)計不同;以學習者為中心的協(xié)作學習活動設(shè)計,加上教師、助教的組織和指導和學習小組長的引領(lǐng),促進協(xié)作學習活動順利、有效地進行;合理利用社交軟件,學習小組內(nèi)QQ討論組或微信討論群為協(xié)作學習活動的有效開展提供了幫助;合理設(shè)計協(xié)作學習的評價方式。
[Abstract]:The emergence of MOOC, a large-scale open online course, enables students from all over the country to learn from high-quality courses from famous universities for free, with great impact and impact on higher education. However, the limitation of MOOC in the course of development has also become apparent, such as high registration rate, low completion rate, lack of face-to-face communication between the teachers and students in the MOOC study, and the lack of comprehensive and objective evaluation of the students. The Small Private Online Courses, a small-scale restricted online course, is an online learning model that combines online learning and web-based learning in order to make up for the shortage of MOOC. Collaborative learning is a common form in mixed learning, and the research of collaborative learning based on SPOC is less. On the basis of current research and theoretical guidance, this study designs a collaborative learning activity based on SPOC, and designs, practices, evaluates and reflects the specific courses of general and professional classes, and finally puts forward a flow chart of collaborative learning activity based on SPOC and related strategies and suggestions. The main contents of this study are as follows: the first part is the first chapter and the second chapter, the background of this study is put forward, and the present situation of MOOC, SPOC and collaborative learning is set forth, and the content, purpose and research methods of this study are put forward. The concept of this study is defined, the theoretical foundation is set forth and analyzed, the main theoretical basis is: the constructivism theory, the humanism theory and the activity theory. The content of the second part is the third chapter and the fourth chapter, the study of the learning status of the MOOC or SPOC of the learner, the principle of the collaborative learning activity design and the course classification, on this basis, the preliminary design of the collaborative learning activity based on the SPOC is carried out. The third part is the fifth chapter, on the basis of the practice and evaluation of the collaborative learning activity of the SPOC, the two classes of course are the practice object, the general course selection and the mobile phone portrait photography> for example, and the two rounds of practice are carried out. The course of the course selection , carry on the three-wheel practice, after each round of practice, carry on the summary and reflection, provide the basis for the improvement of the next round of practice. Finally, the collaborative learning activities were evaluated through the evaluation scale, the questionnaire and the interview. Based on the collaborative learning activity evaluation and effect of SPOC, a flow chart of collaborative learning activity based on SPOC and related strategies and suggestions are put forward. The fourth part is the sixth chapter, which is the research conclusion and prospect of this study. Through the theory analysis and the multi-wheel practice, this research has achieved a certain activity effect: the learner indicates the way of the offline collaborative learning activity, is the supplement to the learning on the line, the problem of the learning in the line is solved, and the understanding of the knowledge is deepened; and meanwhile, Based on the cooperative learning activity of SPOC, the cooperative consciousness of the learners is strengthened, and the emotional exchange among the learners is promoted. In this paper, a flow chart of collaborative learning activities based on SPOC is presented, and the following strategies and suggestions are drawn: the introduction of the learning platform and the SPOC course is helpful to the development of collaborative learning activities, and the learning group is reasonably determined. The development of a clear learning goal and a reasonable division of labor within the group plays an important role in the smooth progress of the collaborative learning activities; the collaborative learning tasks should be clear; different learners' activities are designed differently; different courses are designed differently; The learner-centered collaborative learning activity design, combined with the leadership of the teachers, the teaching assistants' organization and the guidance and the learning group, promotes the smooth and effective implementation of the collaborative learning activities; and the social software is reasonably utilized, In the study group, the QQ discussion group or the micro-mail discussion group provided the help for the effective implementation of the collaborative learning activity; and the evaluation method of the cooperative learning was reasonably designed.
【學位授予單位】：廣西師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G434

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