發(fā)布時(shí)間：2018-04-25 00:03

  本文選題：SPOC + 社會(huì)網(wǎng)絡(luò)分析�。� 參考：《華中師范大學(xué)》2017年碩士論文

【摘要】：目前,隨著信息技術(shù)與教育教學(xué)的深度融合,越來越多的大學(xué)正在將在線學(xué)習(xí)環(huán)境整合到各類課程中,與傳統(tǒng)課堂相比,在線學(xué)習(xí)不僅增加了學(xué)習(xí)者參與課程的積極性,而且有利于實(shí)現(xiàn)協(xié)作學(xué)習(xí)、交互學(xué)習(xí),對(duì)于改善學(xué)習(xí)進(jìn)程、優(yōu)化學(xué)習(xí)效果具有重要意義。為了引導(dǎo)在線學(xué)習(xí)群體向更高效的狀態(tài)轉(zhuǎn)變,在線教育的研究者也正在尋求有效的學(xué)習(xí)激勵(lì)機(jī)制,吸引更多學(xué)生積極參與課程學(xué)習(xí),提升課堂活躍度和教學(xué)質(zhì)量,以提高學(xué)習(xí)者的學(xué)習(xí)成功率。此外,在大數(shù)據(jù)浪潮下,MOOC以自身的優(yōu)勢(shì)得到了快速發(fā)展,但在實(shí)踐中也發(fā)現(xiàn)MOOC具有很多不足,因此促使了一種更適宜學(xué)校教育的教育模式的出現(xiàn)——SPOC。SPOC環(huán)境下,課程參與者通過交互形成了一個(gè)學(xué)習(xí)網(wǎng)絡(luò),網(wǎng)絡(luò)中的節(jié)點(diǎn)代表課程參與者,參與者通過交互使知識(shí)得以傳播、建構(gòu)。面對(duì)SPOC教學(xué)模式的規(guī)�；�發(fā)展,為了系統(tǒng)、有效地識(shí)別出影響在線學(xué)習(xí)環(huán)境中有效學(xué)習(xí)發(fā)生的主要影響因素,急需采用新的研究方法來分析在線學(xué)習(xí)群體的學(xué)習(xí)行為方式。本文通過對(duì)華中師范大學(xué)云課堂平臺(tái)上《文學(xué)翻譯》課程的論壇討論區(qū)進(jìn)行數(shù)據(jù)采集,采用社會(huì)網(wǎng)絡(luò)分析、內(nèi)容分析和相關(guān)分析方法,分析在線學(xué)習(xí)者在互動(dòng)討論中形成的社會(huì)網(wǎng)絡(luò)位置信息與學(xué)習(xí)成效之間的相關(guān)性,以及參與者論壇交互的知識(shí)建構(gòu)水平情況與學(xué)習(xí)者在網(wǎng)絡(luò)中的位置之間的相關(guān)性。研究結(jié)果表明,在線論壇區(qū)中,學(xué)習(xí)成效高的學(xué)習(xí)者趨于同學(xué)習(xí)成效低的學(xué)習(xí)者建立交互聯(lián)系,而學(xué)習(xí)者的社會(huì)網(wǎng)絡(luò)中心性與學(xué)習(xí)成效之間呈現(xiàn)顯著的正相關(guān)性,且學(xué)習(xí)成效高的學(xué)習(xí)者往往具有更高的聲望和影響力,同時(shí)處于核心的學(xué)習(xí)者其學(xué)習(xí)成效越高。但是,也得到結(jié)論,論壇參與者的知識(shí)建構(gòu)水平層級(jí)分布不高,且其與學(xué)習(xí)者在交互網(wǎng)絡(luò)中的位置、學(xué)習(xí)成效之間并無明顯的相關(guān)性。
[Abstract]:At present, with the deep integration of information technology and education and teaching, more and more universities are integrating the online learning environment into various courses. Compared with the traditional classroom, online learning not only increases the enthusiasm of learners to participate in the course. Moreover, it is beneficial to realize cooperative learning and interactive learning, which is of great significance to improve the learning process and optimize the learning effect. In order to guide online learning groups to a more efficient state of change, online education researchers are also looking for an effective learning incentive mechanism to attract more students to actively participate in curriculum learning, improve classroom activity and teaching quality. In order to improve learners' learning success rate. In addition, under the tide of big data, MOOCs have developed rapidly with their own advantages, but in practice, they also find that MOOC has many shortcomings, so it promotes the emergence of a more suitable educational model for school education, which is in the environment of SPOC.SPOC. Curriculum participants form a learning network through interaction, the nodes in the network represent course participants, and participants communicate and construct knowledge through interaction. In the face of the large-scale development of SPOC teaching mode, in order to identify the main influencing factors of effective learning in the online learning environment effectively, it is urgent to adopt new research methods to analyze the learning behavior of online learning groups. This paper collects data from the discussion area of Literature Translation on the cloud classroom platform of Central China normal University, and adopts the methods of social network analysis, content analysis and related analysis. This paper analyzes the correlation between the social network location information formed by online learners during the interactive discussion and their learning performance, and the correlation between the level of knowledge construction of participants' forum interaction and the learners' position in the network. The results show that, in the online forum, learners with high learning efficiency tend to establish interaction with those with low learning performance, and there is a significant positive correlation between learners' social network-centeredness and learning effectiveness. Learners with high learning effectiveness tend to have higher prestige and influence, and learners at the core have higher learning effectiveness. However, it is also concluded that the level of knowledge construction of forum participants is not high, and there is no obvious correlation between the level of knowledge construction and the position of learners in the interactive network and learning effectiveness.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：I046-4;G434

【參考文獻(xiàn)】

相關(guān)期刊論文 前9條

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本文編號(hào)：1798843