基于社会互动理论的慕课学习效果提升策略研究

MOOCs (Massive Open Online Courses) is the web-based, public-oriented, large-scale developed online courses. The characteristics of MOOCs, such as wide-reaching, open, and shared, make it possible to build a learning society that everyone can study anywhere at any time. However, MOOCs have an obvious shortage, that is, the learners’ completion rate is too low even though their participation rate is high. Studies have shown that no more than 10% of learners can eventually complete the selected course. This low completion rate reflects learners’ characteristics, including unstable learning motivation, insufficient learning input, and low participation. Social interaction theory states that the interaction process between learners and others has an important influence on their learning motivation and outcomes. Based on social interaction theory, this project will use Analytic Hierarchy Process (AHP) to construct an evaluation model to reveal the factors that influence MOOC users’ social interaction. In addition, lab experiments and fNIRS will be used to further explore the effect of politeness strategies between teachers and learners, as well as the influence of interactive feedback on MOOCs discussion board among learners on their learning motivation and outcomes. Theoretically, the expected results can reveal the important role of social interaction in MOOCs learning effectiveness. Practically, the expected results can provide expert guidance for teachers’ effective teaching and students’ efficient learning.

慕课（MOOC）的大规模、开放、共享等特点使得构建“人人皆学、处处能学、时时可学”的学习型社会成为可能。然而，慕课却存在着一个明显的短板，即虽然具有较高的参与率，但完成率往往较低。这种低完成率主要体现在学习者具有学习动机不稳定、学习投入不足、参与度不高等特点。社会互动理论指出，个体在学习时与他人的交互过程对其学习的动机和效果有着重要的影响作用。本项目基于社会互动理论，采用层次分析法构建慕课社会化互动的影响因素评价模型，并在此基础上，搭建实验平台，开展fNIRS实验等研究拟进一步深入探讨教师与学习者间不同礼貌策略，以及慕课讨论区中学习者间互动反馈内容对学习者学习动机和效果的影响。课题预期研究成果在理论上能够深入揭示慕课学习中的社会互动在慕课学习过程中扮演的重要作用，实践层面可以为教师有效教学、学生高效学习提供专家型指导意见。

慕课（MOOC）的大规模、开放、共享等特点使得构建“人人皆学、处处能学、时时可学”的学习型社会成为可能。然而，慕课却存在着一个明显的短板，即虽然具有较高的参与率，但完成率往往较低。这种低完成率主要体现在学习者具有学习动机不稳定、学习投入不足、参与度不高等特点。社会互动理论指出，个体在学习时与他人的交互过程对其学习的动机和效果有着重要的影响作用。本项目基于社会互动理论，采用层次分析法构建慕课社会化互动的影响因素评价模型，并在此基础上，构建实验平台，开展fNIRS实验等研究拟进一步深入探讨教师与学习者间不同礼貌策略，以及慕课讨论区中学习者间互动反馈内容对学习者学习动机和效果的影响。课题预期研究成果在理论上能够深入揭示慕课学习中的社会互动在慕课学习过程中扮演的重要作用，实践层面可以为教师有效教学、学生高效学习提供专家型指导意见。