本文選題：大學(xué)生 + 自主學(xué)習(xí)MOOC��； 參考：《西華師范大學(xué)》2017年碩士論文

【摘要】：MOOC作為一種新興的在線教學(xué)模式,以其大規(guī)模性、開放性和在線性等特征迅速席卷全世界,吸引了全球眾多學(xué)習(xí)者參與,但同時(shí)也伴隨著大量的輟學(xué)者,學(xué)習(xí)者學(xué)習(xí)MOOC完成率較低已經(jīng)成為了一個(gè)普遍存在的問(wèn)題,制約著MOOC的發(fā)展。如何提高學(xué)習(xí)者學(xué)習(xí)MOOC的完成率已經(jīng)成為迫切需要研究的問(wèn)題。目前國(guó)內(nèi)外對(duì)于MOOC完成率的研究主要集中在建立單個(gè)假設(shè)的基礎(chǔ)上,缺乏對(duì)所有影響因素的系統(tǒng)性分析。本文以自主學(xué)習(xí)MOOC的大學(xué)生為研究對(duì)象,通過(guò)理論分析建立大學(xué)生自主學(xué)習(xí)MOOC低完成率的影響因素模型,然后通過(guò)在線調(diào)查問(wèn)卷方式對(duì)大學(xué)生自主學(xué)習(xí)MOOC的完成情況進(jìn)行調(diào)查,利用理論研究和實(shí)證研究相結(jié)合的方法對(duì)大學(xué)生自主學(xué)習(xí)MOOC低完成率影響因素進(jìn)行深入研究,并根據(jù)調(diào)查分析結(jié)果提出相應(yīng)的解決策略。第一、二章提出了大學(xué)生自主學(xué)習(xí)MOOC低完成率的問(wèn)題,分析了國(guó)內(nèi)外對(duì)大學(xué)生自主學(xué)習(xí)MOOC的研究現(xiàn)狀,界定了核心概念,分析了本文研究的理論基礎(chǔ)。第三章從理論上分析了影響大學(xué)生自主學(xué)習(xí)MOOC低完成率的影響因素,包括大學(xué)生自身、MOOC平臺(tái)、MOOC課程資源和高校MOOC政策四個(gè)方面,并繪制了大學(xué)生自主學(xué)習(xí)MOOC低完成率的影響因素關(guān)系圖。第四章根據(jù)大學(xué)生自主學(xué)習(xí)MOOC低完成率的影響因素模型設(shè)計(jì)了調(diào)查問(wèn)卷,并通過(guò)在線問(wèn)卷的方式進(jìn)行了調(diào)查,通過(guò)對(duì)問(wèn)卷數(shù)據(jù)進(jìn)行描述性分析、相關(guān)分析和多元回歸分析,本研究認(rèn)為:大學(xué)生自主學(xué)習(xí)MOOC的完成率與大學(xué)生自身、高校MOOC政策成正相關(guān)關(guān)系和回歸關(guān)系;大學(xué)生自身、MOOC平臺(tái)、MOOC課程資源和高校MOOC政策兩兩之間成正相關(guān),所以驗(yàn)證了第三章建立的大學(xué)生自主學(xué)習(xí)MOOC低完成率影響因素關(guān)系模型基本成立。第五章在問(wèn)卷分析結(jié)果的基礎(chǔ)上提出提高大學(xué)生自主學(xué)習(xí)MOOC完成率的對(duì)策。針對(duì)大學(xué)生自主學(xué)習(xí)MOOC的課程完成率的問(wèn)題從大學(xué)生自身、MOOC平臺(tái)、MOOC課程資源和高校MOOC政策四個(gè)方面提出改進(jìn)建議。
[Abstract]:As a new online teaching model, MOOC has rapidly swept the world with its characteristics of large scale, openness and linearity, attracting a large number of learners from all over the world, but also accompanied by a large number of dropouts. The low completion rate of learning MOOC has become a common problem, which restricts the development of MOOC. How to improve the completion rate of learning MOOC has become an urgent problem. At present, the research on MOOC completion rate mainly focuses on the basis of establishing a single hypothesis, and lacks systematic analysis of all the influencing factors. This paper takes the college students of autonomous learning MOOC as the research object, establishes the influencing factors model of the low completion rate of autonomous learning MOOC through theoretical analysis, and then through the online questionnaire to investigate the completion of college students' autonomous learning MOOC. This paper makes a deep study on the influencing factors of the low completion rate of MOOC in college students' autonomous learning by combining theoretical research with empirical research, and puts forward corresponding solutions according to the results of the investigation and analysis. In the first and second chapters, the author puts forward the problem of low completion rate of college students' autonomous learning MOOC, analyzes the current research situation of college students' autonomous learning MOOC at home and abroad, defines the core concepts, and analyzes the theoretical basis of this paper. The third chapter theoretically analyzes the influencing factors of the low completion rate of MOOC, including the curriculum resources of college students and the MOOC policy of colleges and universities. And draw the college students' independent learning MOOC low completion rate of the influencing factors diagram. The fourth chapter designs the questionnaire according to the influencing factors model of the low completion rate of college students' autonomous learning MOOC, and carries on the investigation through the online questionnaire, through carries on the descriptive analysis, the correlation analysis and the multivariate regression analysis to the questionnaire data. The conclusion of this study is that the completion rate of college students' autonomous learning MOOC is positively correlated with the college students themselves, the university MOOC policy is positively correlated with the university MOOC policy, and that the university students' self-learning MOOC curriculum resources are positively correlated with the university MOOC policy. So the model of influencing factors of low completion rate of college students' autonomous learning MOOC is established in Chapter 3. In the fifth chapter, based on the results of questionnaire analysis, the author puts forward some countermeasures to improve the completion rate of college students' autonomous learning MOOC. Aiming at the problem of the completion rate of MOOC in college students, this paper puts forward some suggestions on how to improve the curriculum resources and the MOOC policy in colleges and universities.
【學(xué)位授予單位】：西華師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G434;G642

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3 蔡e，

本文編號(hào)：1888419