MOOCs相关的研究发现 北京大学教育学院 汪琼 教授(wangqiong@pku.edu.cn)

相关研究

Bioelectricity: A Quantitative Approach（2013-2-5）

Research into edX’s First MOOC（Summer,2013）

MOOCs 学生是谁？

他们是怎么 学习的？

怎样帮助他们学得更好？

MOOCs 学生是谁？

他们是怎么 学习的？

怎样帮助他们学得更好？

From 154,000+ registrants to 7,000+ certificate earners

Source: edX

MOOCs 学生是谁？

他们是怎么 学习的？

怎样帮助他们学得更好？

DUKE

爱丁堡大学

MOOCs 学生是谁？

他们是怎么 学习的？

怎样帮助他们学得更好？

爱丁堡大学

2/3的学生 是终身学习者 1/3的学生是在校生

这种MOOCs可持续发展吗？

学生程度不一， 学习目的不一样

教学感受大不相同

自由注册学生 自己校内学生 其他学校学生

MOOCs 学生是谁？

他们是怎么 学习的？

怎样帮助他们学得更好？

Hours spent on homework in relation to total points in course [all students]

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in c

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rse

MOOCs 学生是谁？

他们是在怎么 学习的？

怎样帮助他们学得更好？

课程讨论班 深度

广度 互助

视频制作水平不重要！ 什么样行为表现的人可以走到最后？

MOOCs 学生是谁？

他们是怎么 学习的？

怎样帮助他们学得更好？

教法尝试 学科工具

平台改进

从研究发现中读出的感受

• 高阅历的学生深化了课程内容

• 自主性强的学生营造了学习乐土

• 学生差异性增强了作业的教学性功用

• 开放的课程是不断演变的课程

• 开放要求老师心态开放,放手发动群众

• ……

冲击许多教学假设/理念

MOOCResearch Hub • MOOC Research Initiative (MRI) is funded by the Bill &

Melinda Gates Foundation as part of a set of investments intended to explore the potential of MOOCs to extend access to postsecondary credentials through more personalized, more affordable pathways.

http://www.moocresearch.com/

Timelines June 5, 2013 Call announced July 7, 2013 Initial short submission (2 pages max) Due July 20, 2013 Notification of short-listed applications August 20, 2013 Final submissions due August 30, 2013 Final notification of successful grants

Grants will be made available in the range of $10,000 – $25,000.

研究方向:学生体验和产出 • How can MOOCs help students succeed in remedial and introductory

coursework?

• What are the challenges, issues, and barriers to engaging less academically prepared and less self-motivated students in MOOC coursework? What are promising approaches?

• Can MOOCs effectively customize/personalize the learning experience for students?

• For which students, disciplines, types of learning and contexts are MOOCs more/less effective?

• What perceptions about MOOCs exist among students, faculty, administrators, and state/regulatory leaders? How do these perceptions influence current and future opportunities for MOOCs to serve the higher education community and, in particular, low-income and disadvantaged young adult populations?

研究方向:学习设计

• How can MOOCs improve other types of instruction, including blended learning, face to face and online instructional experiences for academically weak students?

• What additional supports effectively help students and faculty succeed in MOOCs? What MOOC features support social and emotional factors for students?

• Are some MOOC platforms more successful with academically less advanced students than others?

• What MOOC models exist; which design components drive impact for non-self-directed learners and what additional wrap-around supports need to be added to online or blended approaches?

• What institutional, pedagogical, learning design, technological, and business models are currently employed and which have the most potential to have a positive effect for our learner population?

研究方向:成本\绩效\学习分析

• What data captured from MOOCs are most informative, and how might such data be accessed and used for the advancement of learning?

• What are the costs associated with the development, maintenance, instruction, and other MOOC operations?

• What business models have are most effective for different types of institutions and MOOC platform providers?

• Is there a realistic business model for MOOCs focused on remedial and introductory coursework?

• What are appropriate metrics to assess the success of students in MOOC delivered introductory coursework?

• How do MOOC dropout rates compare with other models of education (including, distance education, online learning, blended learning, and in-classroom learning)? What accounts for differences and what is the impact of those variances on learner motivation and success

研究方向:政策和系统化影响

• Which factors contributed to a university’s decision to offer a MOOC or join a MOOC provider?

• What models for maintaining and improving MOOC quality exist?

• Which criteria do universities employ to evaluate the impact, or define the value, of MOOCs?

• Which department(s) within a university lead or drive MOOC initiatives? How are other stakeholders within the university included?

• What are the prominent critiques of MOOCs and their potentially negative impact on the existing educational systems?

研究方向:其他的MOOCs形式

• What models of MOOCs exist beyond large centralized providers?

• How are existing technology providers (such as Learning Management Systems vendors and publishers) responding to MOOCs?

• Do MOOC models that blend online with in-person learning influence success of low-income students?