How Do We Model Learning at Scale? A Systematic Review of Research on MOOCs
How Do We Model Learning at Scale? A Systematic Review of Research on MOOCs
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DOI：
10.3102/0034654317740335
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发表时间：
2018-02-01
影响因子：
11.2
通讯作者：
Brooks, Christopher
中科院分区：
文献类型：
--
作者：
Joksimovic, Srecko;Poquet, Oleksandra;Brooks, Christopher
尽管关于学生参与在线学习环境的实证工作激增，但与学习相关的因素和过程与期望的学习结果之间的因果联系仍未得到探索。本研究对大规模开放网络课程中的学习模型方法进行了系统的文献综述，分析了用于预测和测量学生参与度和学习结果的与学习相关的结构。在文献回顾的基础上，我们找出了目前研究中的不足，包括缺乏可靠的框架来解释开放在线环境下的学习。最后，在一个成熟的学生参与模型的基础上，我们提出了一个适用于开放在线环境的新框架。我们的模型旨在指导未来的工作，研究情境因素(即人口统计、课堂和个人需求)、学生参与度(即学业、行为、认知和情感投入指标)和学习结果(即学业、社会和情感投入)之间的关联。所提出的模式提供了进一步的InterStudy比较以及与更传统的教育模式的比较研究。
Despite a surge of empirical work on student participation in online learning environments, the causal links between the learning-related factors and processes with the desired learning outcomes remain unexplored. This study presents a systematic literature review of approaches to model learning in Massive Open Online Courses offering an analysis of learning-related constructs used in the prediction and measurement of student engagement and learning outcome. Based on our literature review, we identify current gaps in the research, including a lack of solid frameworks to explain learning in open online setting. Finally, we put forward a novel framework suitable for open online contexts based on a well-established model of student engagement. Our model is intended to guide future work studying the association between contextual factors (i.e., demographic, classroom, and individual needs), student engagement (i.e., academic, behavioral, cognitive, and affective engagement metrics), and learning outcomes (i.e., academic, social, and affective). The proposed model affords further interstudy comparisons as well as comparative studies with more traditional education models.