摘要
本研究基于Carrisom等人提出的CoI模型,主要从干预目的、干预措施、干预活动等方面来阐述基于在线临场感的MOOCs关键干预点实施,共有6个关键干预点,即:准备开始、良好开端、早期课程学习、复习、学习活动升级、再次复习准备结课。MOOC的出现打破了传统学校教育的“围墙”,创生了全民参与、协同交互的资源共享途径,是信息技术与教育教学深度融合的典型教育范例。
Based on COI model proposed by carrism et al,it mainly expounds the implementation of MOOCs key intervention points based on online presence from the aspects of intervention purpose,intervention measures and intervention activities.There are six key intervention points in total,such as preparation start,good start,early course learning,review,learning activity upgrading,and review preparation and conclusion again.The emergence of MOOC breaks the“fence”of traditional school education,creates a way of resource sharing with the participation of the whole people and collaborative interaction,and is a typical education example of the deep integration of information technology and education and teaching.
作者
徐彬斌
XU Bin-bin(School of Computer Science and Technology,Beihua University,Jilin 132013,China)
出处
《黑龙江科学》
2019年第21期152-153,共2页
Heilongjiang Science
基金
2018年吉林省教育科学规划课题“基于探究学习社区理论框架的协作学习者参与行为有效性研究”的研究成果(GH180065)
