新冠疫情下大学生慕课学习研究——基于疫情防控期间与疫情前慕课学习人数的比较

本文通过比较新冠疫情防控期间与疫情前大学生参与慕课学习人数,考察大学生在疫情中的慕课学习状况.在中国大学慕课平台和人卫慕课平台上随机选取课程,比较这些课程疫情防控期间与疫情前的学习人数后发现,疫情防控期间慕课学习人数均显著高于疫情前.这既与慕课平台以及高校的支持有关,又与大学生疫情期间有自由时间及自我实现的需求有关.这...     

Examining learners’ perspective of taking a MOOC: reasons,excitement, and perception of usefulness

In recent years, massive open online Courses (MOOCs) as an online instruction format have attracted educators’ attention in higher education. While there are many news reports and blog entries about MOOCs, evidence-based research is still emerging. Research examining the learners’ perspective on taking a MOOC is scarce but very much needed. This study, using both quantitative and qualitative data, investigated participants’ reasons and excitement levels to take a MOOC and their perception of the usefulness of the course. The findings indicated that the majority of the participants were working professionals who sought to get opportunities and resources for their career development without the constraints of their geographical locations and time. Flexibility of the course schedule, credibility of the instructor, and quality of the materials are important factors for these individuals. The findings highlighted the importance of good pedagogies regardless if the platform is a MOOC, face-to-face, or other online formats; the hands-on nature was the most helpful aspect of this MOOC. The findings also showed that course design is important as difficult navigations and not-so-intuitive interface affected participants’ learning experience and perception of the course negatively.     

MOOCs环境下学习者学习行为分析与学习效果评估

MOOCs的产生改变了学习者的学习模式与学习行为, 给学习者的学习带来了机遇与挑战. 研究MOOCs模式下学习者的学习行为及其效果, 能够为MOOCs平台功能完善和MOOCs模式推广提供决策依据.设计了纯MOOCs、翻转课堂和传统课堂三种授课模式,研究了MOOCs环境对学习者学习行为的影响,并分析了学习者在该环境下的学习行为特点. 研究了三种模式对学习者学习效果的影响, 评估了不同学科的学习者在三种模式下的学习效果.最后调查研究了MOOCs模式下的学习者满意度评价.研究表明:MOOCs下的授课模式优于传统授课模式,理工类学习者在MOOCs模式下的学习效果优于文科类与艺体类学习者.     

Multiple‐goal learners and their differential patterns of learning

The hypothesis in this study was that different types of multiple‐goal learners would have different patterns of learning. A sample of 797 adult distance learners enrolled in different programs offered by a distance learning university in Hong Kong completed a questionnaire assessing their goals, use of strategies, motivational beliefs, and attitudes towards the course they were doing. Two‐stage cluster analyses found a group of single‐goal learners (mastery focused) and three groups of multiple‐goal learners with different focuses in their goal profiles: performance focus, work focus, and multiple focuses. These four clusters of learners differed in terms of use of learning strategies, regulatory strategies, motivational beliefs, and attitudes towards the course. Learners focusing on work‐related goals or performance goals achieved better examination results than did those focusing on multiple goals or solely on mastery goals.     

Profiling learners’ achievement goals when completing academic essays

This study explored adult learners’ goal profiles in relation to the completion of a compulsory academic essay. Based on learners’ scores on items assessing mastery, performance‐approach, and work‐avoidance goals, cluster analyses produced three distinct categories of learners: performance‐focused, work‐avoidant, and multiple‐goal learners. These three groups of learners differed in terms of perceptions about the academic essay, self‐belief in completing it, use of strategies, responses to marker feedback, and, most importantly, level of achievement. The results attest to the importance of endorsing multiple goals for completing compulsory academic essays at the tertiary level.     

Distance learners’ multiple goals,learning and achievement in different learning situations

Can mastery and performance-approach goals predict distance learners’ learning and achievement in different learning situations over an academic year? Using a prospective longitudinal design, the current study examined this research question using a cohort of distance learners in Hong Kong. Two hundred and seventy-two distance learners completed three survey questionnaires at the beginning, in the middle and towards the end of an academic year. Regression analyses found that distance learners’ mastery and performance-approach goals at the beginning of the academic year predicted learning interest and the use of regulatory strategies in subsequent surveyed points after controlling for the effects of the age factor and self-efficacy levels.     

Tobephobia experienced by teachers in secondary schools: An exploratory study focusing on curriculum reform in the Nelson Mandela Metropole

Abstract

Because of its history from apartheid to democracy, the aspiration to reform schools is a recurrent theme in South African education. Efforts to reform education in schools based on the outcomes-based education (OBE) curriculum approach created major challenges for policy makers in South Africa. The purpose of this exploratory research was therefore to determine whether secondary school teachers lack the professional competence to cope with curriculum reform and whether this incompetence results in them experiencing Tobephobia (TBP). The qualitative research method was used to conduct this investigation. Individual semi-structured interviews were conducted with 50 teachers in 25 public secondary schools in the Nelson Mandela Metropole. In terms of their responses, it was evident that the teachers’ concerns about their professional competencies associated with the OBE curriculum had a negative impact on their ability to implement curriculum changes in their classrooms. The comparison of OBE with the syllabus by the teachers evoked their bias towards the traditional syllabus approach in maintaining the quality of education for all learners. Because of the historical bag gage associated with the syllabus in South Africa, it is recommended that a standards approach to the curriculum be considered by the Department of Education to resolve the curriculum problems in secondary schools. The responses from the teachers in this exploratory study once again affirmed the existence of TBP in secondary schools.     

Chinese students’ science-related experiences: Comparison of the ROSE study in Xinjiang and Shanghai

Background: Students’ daily-life experiences may render favorable effects on the students’ affective domain like interest, enthusiasm, motivation, joy, curiosity, awareness, and eagerness to learn science as not commonly found in the classroom environment. However, no rigorous research has been reported on those aspects in Mainland China despite many recent studies done in various Western countries.

Purpose: This paper aims to report and compare the science-related experiences of ninth-graders from two places (in Urumqi City of Xinjiang province and Shanghai) in China through a large-scale survey of their junior secondary three students.

Sample: The sample consists of 4115 students in Urumqi City (from 28 schools) and Shanghai (from 25 schools).

Design and methods: This study adopted a Likert scale questionnaire instrument, as translated from the international Relevance Of Science Education (ROSE) Project. From a confirmatory factor analysis of the data, we identify and focus on six factors which are directly correlated with students’ science-related experiences outside school environment in Xinjiang and Shanghai and employ relevant factor scores to compare the gender, regional, and socioeconomic effects.

Results: As revealed by the t-test, gender and regional differences were statistically significant in affecting (1) students’ outdoor living experience, (2) hands-on experience of transportation, and (3) their daily-life experience with do-it-yourself tools and models. In all three aspects, boys and Xinjiang students possessed richer experiences than girls and Shanghai students, respectively.

Conclusions: Based on ANOVA tests, Shanghai students’ out-of-school science-related experiences were more often significantly affected by various socioeconomic variables (including their parents’ education and occupation and their family income) than Xinjiang students. From cross-regional comparison, Chinese students had much fewer science-related experiences than those of Greek and Finnish students. The limitations and educational implications of the present study are also discussed.     

基于智慧高教平台的中国慕课学科专业建设及应用分析

为促进我国慕课在不同学科和专业的建设和应用,基于国家高等教育智慧教育平台中的数据,分析我国13个学科、31个工学专业和12个理学专业的慕课建设数量、建课率、选课人数、选课率、平均选课人数和平均选课人数标准偏差等指标,得出我国慕课在不同学科以及工学、理学专业建设及应用中的整体情况和存在的问题,并基于这些问题提出相应建议。     

浅论教学目标的确立

教学目标是对学习结果的预期,是指教学活动所预期达到的标准。确立教学目标是教学设计的起点,它以学习者的需求为出发点,通过确定教学目标的类型和有效陈述教学目标为教学结果的评价提供具体、明确的标准。     

MOOCs教学模式下对教师素质的要求

MOOCs教学模式对教师素质提出了更高的要求,他们即是综合素质平衡发展的教学引领者,也是优秀的教育工作者、信息工作者,更是中国MOOCs的改革者。     

论卡夫卡《地洞》的恐惧感

卡夫卡总是会以其别致的方式为我们展现出一种惊世骇俗的生存体验,形成了独有的卡夫卡式特征。《地洞》淋漓尽致地演绎了现代人的恐惧意识。小说通过拟人化的手法,并结合主人公的心理活动和心理体验描述了小动物的恐惧感受。由于恐惧,小动物在心中臆测了莫须有的异己力量;由于假想敌的存在,小动物更感恐惧。从表面看,小动物看似陷入了一种庸人自扰的困境,但实际上这却是现代人真实的生存姿态。     

Interest,enjoyment and pride after failure experiences? Predictors of students’ state-emotions after success and failure during learning in mathematics

The current investigation was designed to identify emotion states students experience during mathematics activities, and in particular to distinguish emotions contingent on experiences of success and experiences of failure. Students’ task-related emotional responses were recorded following experiences of success and failure while working with an individualised computer-based mathematics learning environment. In addition, relations between these patterns of emotional responses after success and failure experiences and trait-like motivational variables, self-concept of ability, subject value, orientation to learning from errors, goal orientation and causal attributions, were examined. Two separate studies are reported. In Study 1 emotions associated with success and failure experiences in mathematics were investigated in relation to self-concept of ability, subject value and orientation to learning from errors. In Study 2, patterns of emotion following success and failure were examined in relation to students’ goal orientation and their causal attributions for success in school.