教学存在、社会存在及认知存在关系研究———以基于ＭＯＯＣ的混合课程为例

Relationships among Teaching%2C Cognitive and Social Presence in a MOOC-based Blended Course

如何有效地设计和实施基于MOOC的混合课程，以促进学生有意义的学习，是利用MOOC开展混 合学习需要解决的问题。本文以加里森等人提出的探究社区理论为框架，以某门MOOC在校内面授教学的应用 为个案，以阿博等人编制的探究社区量表为基础，应用相关分析法、线性回归分析法及结构方程模型法分析和验 证了教学存在、社会存在和认知存在之间的相关关系及因果关系。相关性分析结果显示，教学存在、社会存在及 认知存在两两之间显著正相关；回归分析结果显示，教学存在显著预测认知存在及社会存在，社会存在显著预测 认知存在；结构方程模型分析结果显示社会存在是教学存在与认知存在的中介变量。这些研究为我们深入开展 基于MOOC的中外合作混合教学实践提供了新思路。

With the MOOCs movement， Integrating MOOCs in traditional classrooms for blended learning has become a trend in higher education. However， in order to facilitate students' deep meaningful learning， we need to effectively design and deliver MOOG-based blended courses. Based on a systematic literature review， we find that the Community of Inquiry Framework is an appropriate theoretical for the design， development and implementation of the MOOCbased blended courses. This theory consists of three core elements: Teaching Presence ( TP) ， Social Presence (SP) and Cognitive Presence ( CP). The interaction relationship between these three presences is the core of the theory. Thus， clarifying the relationship between them will help us to understand the complexity of blended learning better. The purpose of this study is to investigate the relationships between and among teaching， social， and cognitive presence. In this paper， seven research hypotheses were proposed firstly， then a revised community scale was used as a tool to collect data through a survey. The survey included 800 college students from eleven different majors at a normal university in China who enrolled in a MOOG-based blended course for a semester. After that， exploratory and confirmatory factor analysis were employed to ensure the reliability and validity of the data collected. Correlation analysis and regression analysis and structural equation model were employed to verify the research hypothesis. The results referred to ( a) significantly positive correlation relationships between these three presences ， and that ( b) TP significantly predict CP and SP， SP significantly predict CP， and SP is an intermediary factor of TP and CP. These results point to the key role of TP in establishing and sustaining a Community of Inquiry as well as the important role of SP as a mediator between TP and CP. At the practical level， the study suggests that instructional designers and academics can benefit from understanding the interrelationships among these three presences ， they can emphasize， coordinate and integrate these three presences to guide the development of MOOG-based blended courses. This study gives us a new perspective to think the MOOG-based blended learning project which has been collaboratively implemented by Chinese and foreign academics in recent years.