MOOCs中学习者论坛交互中心度与交互质量的关系实证研究

An Empirical Study on the Correlativity of Students’ Interactivity and Quality of Content in MOOCs Forum

在线学习者之间的社会性交互有助于其个人知识网络的形成，这使得社会性交互在远程学习中的重要性日益突出。而大规模在线开放课程(MOOCs)因为学习者规模巨大，交互媒体种类丰富，成为社会性交互支持下的学习实现的有利环境。MOOCs环境中社会性交互数量和交互质量关系的研究将有助于促进学习者之间的社会性交互进而改进学习质量。该研究使用社会网络分析、内容分析和相关分析等方法，对Coursera平台上的一门课程进行了数据搜集和分析。研究表明，学习者在MOOCs课程中的交互数量与交互质量在整个学业周期不存在显著相关性，但学习者在课程开始之初的社会交互质量会对后期整个学业过程的交互水平产生持续的显著影响。研究将为MOOCs课程的交互质量改进以及学习绩效改进提供参考，同时为课程的教学设计提供借鉴。

In Connectivist learning， interpersonal interaction (II) between students can help them to form their personal knowledge network. This makes II in learning more important than before. MOOC environments， due to the features of massive and rich interactive media and numerous students， aim to achieve the realization of Connectivist learning. So studying the statistical interaction (SI) between the interactivity and quality of content in MOOCs can help teachers to know how to improve students’ II and learning performance. Unlike current studies that discuss interactivity and quality of II separately， this research focuses on the relationship between students’ interactivity (which describes interactive quantity)， and students’ quality of content in a MOOC forum. Social network analysis， content analysis and correlational analysis are used to collect and analyze the data from a Coursera course. No significant correlation between the interactivity and quality of content was found; and the conditions necessary for the relationship between them was discussed.