MOOC 学习行为的国际比较研究———以“ 财务分析与决策冶课程为例

An International Comparative Study of MOOC Learning Behavior: Taking %22 Financial Analysis and Decision-Making%22 Course as an Example

近年来，大规模开放在线课程(Massive Open Online Courses，简称MOOCs)的兴起和发展推动了在 线教育的热潮，也推进了基于教育大数据的学习分析和挖掘的相关研究。随着向国际MOOCs 平台提供在线课 程的国内知名高校的日益增多，以及来自不同国家和地区的MOOCs 学习者的不断增加，相关领域的研究者有机 会获得与以往研究不同的数据，以对高等教育国际化问题进行全新视角的解读。为了对不同文化背景学习者的 共性与特质进行较深层次的跨文化分析，从而为有效解决文化因素导致的学生学习不适与高等教育国际化问题 提供启示。本文以清华大学开设于edX 平台上的“财务分析与决策冶课程为例，选择了来自美国、印度和英国的 共计5001 名学习者的在线学习行为数据，考察其在课程运行不同阶段的变化和发展情况，定义和计算了“学习 活跃度冶和“持续性冶两个概念;基于这些数据，本文勾画了跨文化背景学习者的学习行为，比较了不同文化背景 学习者群体MOOC 学习行为特征的异同。研究发现，学习者的学习行为随课程阶段开展而变化;印度学习者在 课程考试阶段的学习行为更加密集，美国学习者在开课初期更为活跃，英国学习者在各个阶段的留存比例都高 于其他两国。总的来说，印度学习者对于考核类学习任务更为敏感，美国学习者在课程选择、时间把控上更注重 个人感受，英国学习者的学习相对更为稳定和持续。

In recent years， the emergence and development of MOOCs have promoted the boom of online education and also facilitated relevant research based on the educational data analysis and data mining. Along with the increasing number of renowned universities that provide MOOCs for international platforms and the increasing number of world-wide learners， researchers can obtain a lot of data to explore the internationalization of higher education from a new perspective. The behavior data from a large amount of learners of different ages， countries and other backgrounds in MOOCs is valuable for the research of learning behaviors and habits of different groups. In 2014， Tsinghua University launched a course called Financial Analysis and Decision Making on the edX platform， and over 30， 000 learners from more than 200 countries were enrolled. To learn the generality and peculiarity of the learners with different cultural background， and find the solution to the maladjustment in learning which is caused by cultural difference， this paper analyzes the learning behaviors of 5001 learners from US， UK and India enrolled in the course and studies their main difference happening in different stages of the course. We establish and calculate the constructs of learning activity and learning endurance. Based on the data， we describe the learning behaviors of the groups across different countries. It is shown that Indian learners tend to be more active during the stage of examination while the learners from the US tend to be more active at the beginning of the course. In the whole process of the course， the learners from the UK show better learning endurance than the other two groups. In general， the learners from India are more sensitive for examinations or similar learning tasks; the learners from the US pay more attention to personal feelings when choosing courses and allocating their time; the learners from the UK show better endurance and more stable learning process.