大规模开放在线课程研究议题及其进展

Massive Open Online Courses Research Issues and Progress

该研究借鉴扎根理论的基本思想，采用原生代码（in vivo codes，或译为本土代码）和理论代码相结合的方式对大规模开放在线课程（MOOCs）文献进行了内容分析和梳理：（1）对文献中涌现出的研究主题、方法进行粗编，形成初步的编码类目表。（2）综合叶澜（1999）的三种“教育存在”和“学科教学知识”（PCK）等多种理论框架，与上述编码类目表融合，形成最终的内容分析类目表。（3）对文献进行数量统计，并对相关议题进行述评和纵向的分析。分析表明：相关文献所处理的问题或者采用的视角，并无多少新颖之处，老问题所占比例仍是最高；思辨研究的比例相对较高，而反思性的研究比例偏低；课程教学方面的问题更受关注。MOOCs的研究和实践仍然处于初级阶段。

Based on the idea of grounded theory， this study conducted a content analysis of the literature and grooming for massively open online course (MOOC) by the use of native code and theoretical code: (a) emerged in the literature research topics and methods of rough cut， form a preliminary coding rubrics. (2) Consolidated Ye Lan (1999) of the three ＂education exists＂ and ＂pedagogical content knowledge＂ (PCK)， and other theoretical framework， and the coding rubrics fused to form the final table of content analysis categories. (3) the number of statistics on the literature， and related topics Commentary and longitudinal analyzes. Analysis showed that: the issues addressed by the literature or the use of perspective， not much novelty， old problems still had the highest proportion; relatively high proportion of speculative research， and reflective of the low proportion; curriculum teaching issue more attention. MOOCs research and practice is still in its infancy.