發(fā)布時(shí)間：2019-02-24 19:43

【摘要】：MOOCs(Massive Open Online Courses,大規(guī)模開(kāi)放在線課程)就是教育與信息化領(lǐng)域密切融合的產(chǎn)物。教育模式與信息化的密切融合催生出了與之相適應(yīng)的教育新模式。作為衡量這一新型教育模式的重要質(zhì)量指標(biāo),網(wǎng)絡(luò)教學(xué)平臺(tái)可用性試圖從用戶的角度出發(fā),衡量使用網(wǎng)絡(luò)教學(xué)平臺(tái)的有效性、效率和滿意程度。本文在應(yīng)用可拓學(xué)進(jìn)行評(píng)價(jià)的基礎(chǔ)上,以哈爾濱工業(yè)大學(xué)網(wǎng)絡(luò)課程服務(wù)平臺(tái)上的《機(jī)械設(shè)計(jì)》課程為例,探討MOOCs教學(xué)平臺(tái)可用性的評(píng)價(jià)方法,通過(guò)建立MOOCs教學(xué)平臺(tái)可用性評(píng)價(jià)體系、可用性指標(biāo)量化和可拓學(xué)綜合評(píng)價(jià)模型得出哈爾濱工業(yè)大學(xué)網(wǎng)絡(luò)課程服務(wù)平臺(tái)上的《機(jī)械設(shè)計(jì)》課程的網(wǎng)絡(luò)教學(xué)平臺(tái)可用性等級(jí)并加以驗(yàn)證。通過(guò)對(duì)目前典型的MOOCs平臺(tái)及其用戶群體進(jìn)行分析研究,分析出目前MOOCs的主要特點(diǎn)和主要用戶群體,并對(duì)《機(jī)械設(shè)計(jì)》的教學(xué)目標(biāo)、內(nèi)容以及模式進(jìn)行細(xì)致分析。然后以有關(guān)網(wǎng)站可用性的研究為依據(jù),與教學(xué)目標(biāo)相結(jié)合,分析影響MOOCs教學(xué)平臺(tái)可用性的主要因素。進(jìn)而總結(jié)出內(nèi)容、界面及情感體驗(yàn)三方面的可用性影響因素,總結(jié)分析把可用性的主要因素轉(zhuǎn)化為MOOCs教學(xué)平臺(tái)可用性的評(píng)價(jià)指標(biāo),建立MOOCs教學(xué)平臺(tái)可用性評(píng)價(jià)體系。從而為指標(biāo)的量化和可拓學(xué)評(píng)價(jià)提供框架支撐。以內(nèi)容、界面和情感三個(gè)體驗(yàn)維度作為MOOCs教學(xué)平臺(tái)可用性度量的指標(biāo),以《機(jī)械設(shè)計(jì)》課程的《齒輪傳動(dòng)》章節(jié)為例,設(shè)計(jì)采取不同的指標(biāo)量化實(shí)驗(yàn)方案采集數(shù)據(jù)、量化指標(biāo)。實(shí)驗(yàn)采用主觀評(píng)分法,通過(guò)專(zhuān)家評(píng)分量化內(nèi)容體驗(yàn)維度的子指標(biāo);采取績(jī)效度量法,設(shè)計(jì)試驗(yàn)流程,量化界面體驗(yàn)維度的子指標(biāo);采取自我報(bào)告的方法,通過(guò)設(shè)計(jì)自我報(bào)告的實(shí)驗(yàn)問(wèn)卷量化情感體驗(yàn)維度的子指標(biāo),從而將感性抽象的主觀體驗(yàn)轉(zhuǎn)變成可以具體的客觀數(shù)據(jù),作為可拓評(píng)價(jià)的量化輸入數(shù)值。以可拓理論為依據(jù),通過(guò)對(duì)物元、關(guān)聯(lián)函數(shù)的確立,構(gòu)建可拓評(píng)價(jià)模型。應(yīng)用層次分析法計(jì)算專(zhuān)家評(píng)判的指標(biāo)權(quán)重,從而確定各項(xiàng)指標(biāo)的最終權(quán)重。以應(yīng)用哈工大網(wǎng)絡(luò)課程服務(wù)平臺(tái)上的《機(jī)械設(shè)計(jì)》課程進(jìn)行量化實(shí)驗(yàn)而獲得的各項(xiàng)指標(biāo)的量化數(shù)據(jù)作為輸入,應(yīng)用可拓模型計(jì)算各項(xiàng)指標(biāo)的關(guān)聯(lián)度,對(duì)MOOCs教學(xué)平臺(tái)可用性進(jìn)行等級(jí)評(píng)價(jià)。并結(jié)合基于灰色證據(jù)理論的綜合評(píng)價(jià)結(jié)果進(jìn)行驗(yàn)證,結(jié)果表明基于可拓學(xué)的評(píng)價(jià)方法可以有效直接的評(píng)價(jià)MOOCs教學(xué)平臺(tái)的可用性。該方法不僅可以計(jì)算出MOOCs教學(xué)平臺(tái)可用性的具體等級(jí),還能夠通過(guò)計(jì)算結(jié)果分析出可用性較優(yōu)指標(biāo)和可用性較差指標(biāo),為優(yōu)化網(wǎng)絡(luò)教學(xué)平臺(tái)提供較為準(zhǔn)確的指導(dǎo)。
[Abstract]:MOOCs (Massive Open Online Courses, large-scale open online course) is the product of the close integration of the field of education and information technology. The close amalgamation of educational model and information has given birth to a new educational model. As an important quality index to measure this new education model, the usability of the web-based teaching platform attempts to measure the effectiveness, efficiency and satisfaction of using the web-based teaching platform from the user's point of view. Based on the application of extension, this paper takes the course "Mechanical Design" on the web course service platform of Harbin University of Technology as an example to discuss the method of evaluating the usability of MOOCs teaching platform. Through the establishment of MOOCs teaching platform usability evaluation system, The usability index quantification and extenics comprehensive evaluation model obtained the usability grade of the network teaching platform of "Mechanical Design" course on the network course service platform of Harbin University of Technology and verified it. By analyzing the typical MOOCs platform and its user group, the main characteristics and main user groups of MOOCs are analyzed, and the teaching objectives, contents and models of Mechanical Design are analyzed in detail. Based on the research on the usability of MOOCs teaching platform, the main factors affecting the usability of MOOCs teaching platform are analyzed. And then summarizes the usability factors of content, interface and emotional experience, summarizes and analyzes the main usability factors into the usability evaluation index of MOOCs teaching platform, and establishes the usability evaluation system of MOOCs teaching platform. Therefore, it provides the frame support for the quantification and extension evaluation of the index. Three dimensions of experience, content, interface and emotion are taken as the indicators of usability measurement of MOOCs teaching platform. Taking the "Gear Drive" chapter of the course of Mechanical Design as an example, different index quantitative experimental schemes are adopted to collect data and quantify the indicators. The experiment adopts the subjective scoring method, quantifies the sub-index of the content experience dimension through the expert score, adopts the performance measure method, designs the experiment flow, quantifies the sub-index of the interface experience dimension. By designing a self-report questionnaire to quantify the subindexes of emotional experience dimension, the subjective experience of perceptual abstraction can be transformed into concrete objective data, which can be used as the quantitative input value of extension evaluation. On the basis of extension theory, the extension evaluation model is constructed through the establishment of matter-element and correlation function. Analytic hierarchy process (AHP) is used to calculate the index weight of expert evaluation, so as to determine the final weight of each index. Taking the quantitative data obtained from the quantitative experiment of mechanical design course on the network course service platform of Harbin Polytechnic University as the input, the correlation degree of each index is calculated by using the extension model. The usability of MOOCs teaching platform is evaluated. Combined with the comprehensive evaluation results based on grey evidence theory, the results show that the extension based evaluation method can effectively and directly evaluate the usability of MOOCs teaching platform. This method can not only calculate the concrete grade of the usability of MOOCs teaching platform, but also analyze the better and worse usability index through the result of calculation, and provide more accurate guidance for optimizing the network teaching platform.
【學(xué)位授予單位】：哈爾濱工業(yè)大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類(lèi)號(hào)】：TH122-4;G434

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