A Study on the Influence of Teachers' Intervention on Normal Students' Learning Behavior in MOOC
In the practice of educational innovation, MOOC is becoming an important engine to promote the reform of higher education in China. Literature analysis found that, in addition to attracting a large number of learners to participate in the learning, MOOC also has problems such as high dropout rate, poor sustainability and low qualification rate. In response to the above issues, the study selected normal students who participated in the national-level MOOC learning as the observation objects, drew on RTI three-level intervention model to build a framework for learning intervention of MOOC, targeted teacher intervention will be implemented on the learning process of MOOC, and learning process data will be collected for both the non-intervention and intervention groups of normal students. Adopted a combination of quantitative analysis and qualitative analysis, used the triangulation method as a validity guarantee, descriptive statistical analysis and visual analysis were conducted on the time-related behaviors, course participation-related behaviors, and achievement-related behaviors of two groups of normal students during their MOOC learning process. Thoroughly analyzed the effects of teachers' intervention on the learning behavior of normal students in MOOC, including significantly increased the number of registered learners, significantly reduced the number of dropouts, stabilized the group of viewers of course videos, improved homework submission, increased participation in discussion forum feedback, improved course testing scores, and optimized the proportion of certificate holders. The research showed that appropriate teachers' intervention had a positive effect on learning retention rate, learning participation, interaction depth and learning effect in the process of MOOC learning.
万方数据
维普
