MOOCs学习活动分类研究与设计分析

Classification of Learning Activities and Design Analysis of MOOCs

有效的在线学习活动可以激发和引导学习者的深层学习，拉近他们的心理距离，促进沉浸性学习，提高学习效果。但由于受面对面教学所形成的教育理念、教育形式、教学设计和教学方法的影响，大多数教师在进行MOOCs教学活动设计时常感到无所适从，不知该设计哪些有效的在线学习活动。针对这种情况，本文首先对在线学习活动的分类体系进行系统梳理，发现学习活动的分类方式多种多样，其中代表性的分类视角有 知识建构视角、教学交互视角、动机激励视角、学习活动流视角等。这些分类视角的侧重点、参考依据、范围和意义不同，且视角相对单一。鉴于此，笔者综合以上典型的分类方式，基于多维分类视角，对在线学习活动类型进 行拆分、重组和修正，提出五类在线学习活动：学习指导类、理解创建类、交互分享类、反思评价类和学习支持类，并进一步细分出17个子类及各子类常见的活动类型，总计80多种活动类型。在此基础上，本研究提出具有操作性的在线学习活动设计评价量表，并利用该量表对6大MOOCs平台30门MOOC的在线学习活动类型进行比较和分析。研究发现，MOOCs学习活动设计总体情况良好，不同平台、不同学科的设计类型存在差异；交互分享类、反思评价类学习活动相较而言在质量与数量上都显得不足，需要加强与改进，具体表现在“资源交互类” “总结反思类”“增强学习兴趣与明确努力方向类”学习活动设计不足，还需要加强。

Effective online learning activities can inspire and guide the in-depth studies of online learners， narrow the psychological distance， promote immersion learning and improve learning efficiency. However， due to the influence of traditional teacher-centered， textbook-centered education philosophy， most teachers facing MOOCs learning activities design often feel uncertain about what type of effective online learning activities should be designed. Regarding this situation， and based on published literature about online learning activities and the development trend of online learning， this paper systematically studied and analyzed the classification system of online learning activities. It was found that classification perspectives for learning activities varied， and the typical classification perspectives are from the perspective of knowledge construction， teaching interaction， learning motivation， and the activity flow. However， there are limitations for each of these classification perspectives in classification references， their scope and significances. In view of this ， the author integrated multidimensional classification perspectives and conducted a reorganization and correction of online learning activities. In this article ， we propose five categories of online learning activities ， including Learning Guidance Category， Understanding Construction Category， Interaction and Sharing Category， Reflection and Evaluation Category， and Learning Support Category. Each category was further divided into a total of I7 sub-categories and then for each sub category the common types of activities were studied， and a total of 80 kinds of activities were identified. Then， an online learning evaluation scale for the design of activities was proposed. Using this scale， 30 MOOCs from six world-renowned MOOC platforms were analyzed using content analysis. The results showed that generally speaking， all of the MOOCs were well designed， but there existed differences among different platforms， different disciplines， and different content types. In comparison， the design of activities in quality and quantity was weaker in the Interaction and Sharing Category. The reflection and Evaluation Category also needed strengthen and improve. The sub categories of ＂Resource Interaction Category＂ and ＂Summary and Reflection Category＂ especially lacked enough activities and the activities designing for ＂Enhancing the Learning Interest and a Clear Direction Category＂ also needed to be strengthened.