商務(wù)英語論文(英文版)

AStudyonCurrentStatusofMOOCStudentsLearning:InvestigatingLearners'ExperienceofGeneralCollegesinChinaAbstractMOOChasbeenacceptedandspreadbymoreandmoredomesticandforeignlearnersinashorttime,becauseofitshighqualitysubjects’resourcesandforminglearningmodel.MoreandmorecollegestudentsbecomeMOOClearners;moreandmorestudiesbegintofocusMOOC.ButthepresentstudiesofMOOChavefocusedontheoreticalresearch,lackingoffocusandattentiononthepracticalpeople,soitneedsmoreempiricalresearchtodeepentheunderstandingofthefield.Thenumberofstudentsingeneralcollegesarelarge,buttheireducationalteachingresourcesisrelativelyweak,comparedwiththe211and985universities,soMOOChasmorepracticalsignificanceonthem.SothisstudyfocusesonMOOClearnersofgeneralcolleges,whatmotivationcanpromptthestudyofMOOClearners?Howdotheyallocatetheirtimeandenergy?Whatabouttheirlearningharvestandlearningexperience?Whatsuccessfullearningexperienceisworthforreference?Allofthosearethatwewanttoknow.Theauthorchooses81MOOClearnersfrommorethan20generalundergraduatecolleges,includingJilinNormalUniversity,ChangshaUniversityofScienceandTechnology,Xi'anSiyuanUniversity,andGuangxiTeachersEducationUniversityandsoon,usingquestionnairesandsemi-structuredinterviewstosurveytheirchoosingcourses,learningmotivation,learningbehavior,thepreferenceofresources’usage,thebarriersoflearning,Learningharvestandthelearningexperienceandsoon.What’smore,analyzingthetwotypicalcasesindetail,anddrawingrelevantconclusions.Intermsofcourseselection,thestudyfoundthatthemajorwaytoknowtheplatformisrecommendedbyothersforthelearnersofthegeneralcolleges.NearlyhalfoftheMOOClearnersattendtwoormorethantwocourses,butafewlearnerscangetacertificate.Therearenotcorrelationbetweenthenumberofcourselearningandthenumberofgottencertificate.Choosingcourseisbasedoninterests,learnersdon'tparticularlycarefortheschoolandtheteachers.Thecourseselectionreasonsarediverse.Intermsofmotivation,theirlearningmotivationsaremainlytoself-realization,learninginterestsandlearningneedsbecometheultimatedrivingforceofMOOClearning.Intermsoflearningprocess,learnershavespecificplanning,preparationandmethod,haveabilitytoself-controlledintheboringtime,butthelearningconsciousness,theexecution,feedbackandsummaryneedtobeimproved,learnersarelackedofthecooperation,theplanningofstudydirectlyaffectstheresultoflearning.Whenlearnersarelearningwithvideosasthemainlearningresources,otherkindsoflearningresourcesarerarelyused.AlargeproportionofMOOClearnershaveexperiencingdropouts.Learnerswillaskforhelpinthenon-platformwhentheyfacetodifficultiesinlearning,networkofpartnerscanprovidetechnicalsupport;schoollearningpartnersaretoprovidemorehelpinlearning.Thelanguagebarrierisstillthebiggestbarriertolearnforeignlanguagecourses.Intermsoflearningharvest,thereismoreimprovementonMOOClearners’learningabilityandlearninginterests,goodMOOCcoursehasagreathelptolearners.Intermsoflearningexperience,learnersgiveahighappraisaltoMOOCcourse,furthermore,mostoflearnersthinkthatMOOCplatformiseasytouse,andtheywillcontinuetouseit.Inaddition,therearestillexistmanyproblemsinMOOClearning,suchaslackingofguidanceinchoosingcourse,motivationofthelearningdon’tkeepalongtime,studentsareconfrontedwithmanylearningdifficultiesonnon-coursecontentandsoon.Keywords:MOOC;Status;GeneralColleges;QuestionnaireSurvey本科生mooc學(xué)習(xí)者學(xué)習(xí)現(xiàn)狀研究MOOC因其高質(zhì)量的課程資源，成型的學(xué)習(xí)模式在短時間內(nèi)被國內(nèi)外越來越多的學(xué)習(xí)者所接受與傳播。越來越多的在校大學(xué)生成為MOOC學(xué)習(xí)者，越來越多的研究開始關(guān)注MOOC。但當(dāng)前的MOOC研究大局部都集中在理論探討方面，缺乏對實踐層面的聚焦與關(guān)注，需要更多實證研究來深化該領(lǐng)域的了解。一般本科院校的學(xué)生人數(shù)眾多，但他們的教育教學(xué)資源與211和985高校相比擬為薄弱，MOOC對其現(xiàn)實意義更大。故本研究重點聚焦一般本科院校的在線MOOC學(xué)習(xí)者，希望了解是什么樣的動機(jī)促使他們進(jìn)行MOOC學(xué)習(xí)的？他們是如何分配自己的時間與精力的？他們的學(xué)習(xí)效果、學(xué)習(xí)體驗如何？有何成功經(jīng)驗可供參考借鑒？作者選取以吉林師范大學(xué)、長沙理工大學(xué)、西安思源學(xué)院和廣西師范大學(xué)為代表的20多所一般本科院校的81名MOOC學(xué)習(xí)者，采用調(diào)查問卷和半結(jié)構(gòu)化訪談的方法對他們的課程選擇情況、學(xué)習(xí)動機(jī)、學(xué)習(xí)行為特征、資源使用偏好、學(xué)習(xí)困難、學(xué)習(xí)收獲和學(xué)習(xí)體會等進(jìn)行了深入調(diào)研，并對兩個典型案例進(jìn)行具體分析，得出相關(guān)結(jié)論。研究發(fā)現(xiàn)，在課程選擇方面：一般本科院校MOOC學(xué)習(xí)者的MOOC了解途徑多為他人推薦。在眾多MOOC平臺中Coursera的用戶最多。近一半的MOOC學(xué)習(xí)者會參加兩門或兩門以上課程的學(xué)習(xí)，但這些學(xué)習(xí)者中拿到證書的人并不多，學(xué)習(xí)者的MOOC課程學(xué)習(xí)門數(shù)與證書獲得數(shù)量沒有相關(guān)性。學(xué)習(xí)者課程選擇以興趣為先，學(xué)習(xí)者對于學(xué)校和教師是誰并不特別在意。課程選擇原因呈現(xiàn)多樣化。在學(xué)習(xí)動機(jī)方面：學(xué)習(xí)者的學(xué)習(xí)動機(jī)以自我實現(xiàn)為主，學(xué)習(xí)興趣和學(xué)習(xí)需求成為MOOC學(xué)習(xí)的最終驅(qū)動力。在學(xué)習(xí)過程方面：學(xué)習(xí)者具備一定的方案性、準(zhǔn)備性和方法性，有一定的對學(xué)習(xí)倦怠期自我調(diào)控的能力，但學(xué)習(xí)者的意識性、執(zhí)行性、反應(yīng)性和總結(jié)性有待提高，學(xué)習(xí)者之間的合作較少。學(xué)習(xí)時間的規(guī)劃直接影響到學(xué)習(xí)的結(jié)果。一般本科院校MOOC學(xué)習(xí)者學(xué)習(xí)時以視頻為主要學(xué)習(xí)資源，其他類型的學(xué)習(xí)資源很少使用或幾乎不用。MOOC學(xué)習(xí)者中有輟學(xué)經(jīng)歷的學(xué)習(xí)者比重較大。學(xué)習(xí)者在遇到學(xué)習(xí)困難時會優(yōu)先在平臺外求助，網(wǎng)絡(luò)學(xué)習(xí)伙伴多提供技術(shù)支持，學(xué)校學(xué)習(xí)伙伴那么較多提供學(xué)習(xí)幫助。語言障礙仍是外文課程學(xué)習(xí)的最大障礙。在學(xué)習(xí)收獲方面：大多數(shù)學(xué)習(xí)者的學(xué)習(xí)興趣和自主學(xué)習(xí)能力得到了提高，好的MOOC課程對學(xué)習(xí)者幫助較大。在學(xué)習(xí)者體會方面：學(xué)習(xí)者對MOOC課程評價較高。大局部學(xué)習(xí)者認(rèn)為MOOC平臺易用，并愿意繼續(xù)使用。另外，在MOOC學(xué)習(xí)過程中學(xué)習(xí)者還存在諸如課程選擇時缺乏引導(dǎo)，學(xué)習(xí)持續(xù)動力缺乏，非課程內(nèi)容的學(xué)習(xí)困難較多等問題。關(guān)鍵詞：MOOC；學(xué)習(xí)現(xiàn)狀；一般本科院校；問卷調(diào)查1.1researchbackgroundAlongwiththedevelopmentofopeneducationresources,worldwidequalityfreeeducationresourcesisbecomingmoreandmorerich,moreandmorelearnersthroughonlineopeneducationresourcestoimprovethemselvesandmeetthedemandofthepersonalizedlearning.Thedevelopmentofnetworklearningisaffectingthewaypeoplelearnandchangethewayofeducation.Theemergenceandprosperityof1.1.1MOOCIn2023intheocean,amassiveopenonlinecourses(MOOC)hasemerged,withinayearwaspopularintheworld,itisdescribedasastormofeducationalhistory[1].,MIT,StanforduniversityandHarvardUniversityhassuccessivelyestablishedMOOCplatforms:CourseraandUdacityandedX,theenrollmentofthethreemajorplatformsgeometricprogressiongrowth,andbecomeaMOOC"troika"[2].InOctober2023,timemagazinepublishedthearticle"alive"universityisdead,university,andatthattimemanyscholarsbegantoexploreMOOC,reallywillbeeliminatedtomaketheuniversityonlineuniversity?[3]therapiddevelopmentoftheMOOCmakeseducationthere,afterabriefpanic,theybegantothinkabouthowtocopewiththechallengesatthesametimewiththeaidofthisopportunitytodeveloptheirrespectivefields.Atthesametime,allovertheworldtocarryouttheMOOCconstruction,suchasBritain'sFutureLearn,Chinaunicomanexperiencedperson,tsinghuaschoolonlineandonbothsidesoftheTaiwanstrait"ewan"andsoon,MOOCisgraduallytoprosperity.1.1.2thenumberofstudentsincollegestudents'onlinelearningcontinuestogrowBabsonresearchgroupinJanuary2023,PearsoneducationgroupandSloanunionjointlyissued"changethecourse:onlineeducationintheUnitedStatestenyearsoftrackingreport[4],thereportofthefallof2002totheautumnof2023thenumberofAmericanuniversityelectivecoursesonlinestatistics(seefigure1-1).Thefigure1-1showsthattheautumnof2002thenumberoftheUnitedStatestoparticipateintheonlinecourseislessthan10%,thefallof2023hasbeen32%,thisdecadetochooseonlinelearningcourseshowedatrendofsteadygrowthoftheproportionofthenumberofAmericanstudents.Thestudyalsoshowsthatthemorelargecollegesanduniversities,themorethenumberofpeopleinvolvedinonlinelearning.OnlinelearningintheUnitedStates,therefore,hasbeengraduallyacceptedbystudents,andstartedtobecomeamainstreamintheschoolstudentlearning.In2003Chinabegantobuildnetworkcurriculums,Chinesecollegestudentshavethechancetoparticipatemoreinonlinelearning.Neteasein2005theintroductionofworldfamousuniversitiespublicclass,somecollegestudentsandwhite-collarworkersbeganto"newclass"ontheInternet,publiccourses,onlinecoursesbecomethemainlearningresources.AccordingtotheChinaInternetnetworkdevelopmentstatestatisticreportforthe30thtime,bytheendofJune2023,388millionmobilephoneusersinChina,theproportionofInternetusersin10-29accountedfor55.6%ofthetotal,netizensprofessionalstructureofmiddleschoolstudentsaccountedfor28.6%.Studentsas"indigenous"oftheInternetage,theythroughmobilephones,computershavethestrongabilityoflearningresources.Injennietal.,2023,jinanuniversityundergraduatestudentsforthepresentsituationofonlinelearningresultscanknow,only6.7%ofthestudentsintheirschoolnottoonlinelearning,moststudentslearnbycomputerandmobileterminalnetwork[5].Thuswecaninferthatathome,onlinelearninghasbecomeacommonwayoflearning.1.1.3generalundergraduatecoursecollegesanduniversitiesteacherswithweakerExisting2742collegesanduniversitiesinmainlandChina,ofwhichthekeyuniversity131,generalcollege,621,403privatecolleges,independentcollegesandhighervocationalcollegeof298and1289respectively[6].Toremoveakeyuniversityandvocationalcollege,generalundergraduatecollegesanduniversitiesinourcountry,thereare1322accountedfor48.2%ofthetotalnumberofcollegesanduniversitiesinourcountry.Asthebackboneofcollegesanduniversities,thegeneralundergraduatecoursecollegesanduniversitiesislimitedduetotreatmentandscientificresearchenvironment,itisdifficulttoattracthighleveltalent.Fromanumberofteachers,thestudent-facultyratiosofgeneraluniversitiesandcollegesofundergraduatecourseabout1:18,butaccordingtothe2023universitynetworkpublished"China's985engineeringuniversitygrade2023undergraduatefreshmanfacultylist"[7]andtheChina211engineeringuniversityundergraduatelevel2023newteacherslist"[8]reportshowsthat211projectuniversity"professionalteachersandthenewbornonaveragethan"is1:2.38,while985collegesanduniversitiesto1:1.78,teachersofgeneraluniversitiesandcollegesofundergraduatecoursecomparedtoakeyuniversity,gapishuge.DrFromteachers'degree,thegeneralundergraduatecoursecollegesanduniversitiesasizablenumber,accordingtothesurveyat3.47%in2023,DrPrivatecollegesinourcountry,masterof19.56%[9].Althoughintensifytheireffortstointroducetalentsincollegesanduniversitiesinrecentyears,butasawhole,thegeneralundergraduatecoursecollegesanduniversitiesofhighleveltalentproportionisstilllow.Generalundergraduatecollegesanduniversitiesandthekeycollegesanduniversitieshavesignificantdifferencesinfacultyconstruction,bycontrast,thegeneralundergraduatecoursecollegesanduniversitiesteacherswithweaker.1.1.4generalundergraduatecoursecollegesanduniversitiescurriculumconstructionqualityisnothighGeneralundergraduatecoursecollegesanduniversitiestocultivateprofessional,appliedtalentsasthegoal,butissuitableforthenewteachingmaterialislackoftraining,teachersintheteachingmaterialofgeneraluniversitiesandcollegesofundergraduatecoursechoicehadtogiveprioritytowithnationalplanningmaterials,butthiskindofmaterialismoresuitableforacademicseniortalents,lackofpertinenceandpracticalityofthecoursecontent[10].Doesnotapplytomaketheclassroomteachingofthecoursecontentisdifficulttocausethestudents'interestinlearning,studentsintheclassmoreattentionwasattractedbymobilephoneorothermobileterminals,theeffectofclassroomteachingisnothigh.Ontheotherhand,theconstructionofcurriculumresourcesisstillinsufficient.Aftertheenrollmentexpansion,thenumberofstudentsincreaserapidly,althoughcountriesinincreasingcollegeofeducationfundsinvestment,butstillpartoftheinfrastructureandthenumberofschoolsincollegesanduniversitiesdonotmatch,somelocalcollegesorinastateof"notenough"hungeroperations,theschool'soldcase,thedatabaselevelisnothigh,andthequantityislimited,practice,theimperfectionoftheexperimentalfacilities,morecan'tmeetthedemandofteachinglaboratory.Ingeneral,thecourseconstructionofgeneraluniversitiesandcollegesofundergraduatecoursequalityisnothigh.1.1.5collegestudents'learningneeds,motivationdiversificationIncollegestudentsemploymentpolicy,nowcollegestudentsarenolongerwith"collegeismixeddegreeofthought",theyaremadetothesignificanceofcollegeorientationandthinking.Themainpurposeofthecollegestudents'learningisnolongeradiplomaanddegreecertificate,inadditiontotheirprofessionalknowledgeoftheappeal,alsowanttheuniversitycanimprovelearningability,meetthepersonalinterest,toimproveitsquality,realizethepersonalizeddevelopmentofself.Inaddition,withtheincreaseofemploymentpressure,collegestudentshavehigherrequestforthedegreeofoldandnewknowledgein,theywanttheirlearnedknowledgeintroductionknowledgeandpracticalskillsinprofessionalfield,toprepareforfutureemployment.Collegestudents'learningneedsandlearningmotivationaremorediverse[11],traditionalschoolcannotmeettheirdiverselearningneeds,studentsbegantorelyontheInternettomeettheneedsofitsindividuation,neteasepublicclass,allkindsoftechnicalvideowebsitetobecomethebestchoice.1.2problemisputforwardMOOCforresources,formingtheteachingpatternofhighqualityinashortperiodoftimeisacceptedbymoreandmoredomesticandforeignlearnersandcommunication,moreandmorecollegestudentsbecomeaMOOClearners,moreandmorestudiesbegintopaycloseattentiontoMOOC.ButMOOCisemergingproductafterall,mostofthecurrentstudiesMOOCfornounexplanationandtheoreticaldiscussion,lessresearchtopracticethefocusandattentionofthecrowd.Inthepracticeoftheonlystudies,researchersmostlycomesfromtheMOOCplatformproviders,theyalllearnersofsomecourses,alsothestatisticsandtheinformationandstudybuttherearefewstudiesofChineselearners.Thenumberofstudentsingeneralundergraduatecollegesanduniversitiesisnumerous,buttheireducationteachingresourcescomparedwiththe211and985collegesanduniversitiesisrelativelyweak,MOOCmorerealisticmeaningtoit.ThisstudyfocusontheMOOClearnersofgeneraluniversitiesandcollegesofundergraduatecourse,wanttoknowwhatisthemotivationofMOOCstudypromptedthemto?Howtheyallocatetheirtimeandenergy?Theirlearningeffect,learningexperience?HaveHeChenggongexperienceforreference?1.3theresearchpurposeandmeaningTheresearchpurposeofthisstudywastounderstandthegeneralundergraduatecoursecollegesanduniversitiesMOOClearners'learningstatus,includingcourseselectionconditions,learningmotivation,learningprocessandlearningresultsandlearningexperience,andsoon,atthesametimeanalyzetheproblemsexistingintheMOOClearning,explorecauses,putsforwardthestrategy.Thisstudyhasgoodtheoreticalandpracticalsignificance.FirstdatasuchasthestudycandeepentheunderstandingtoeducationresearchersMOOClearnersprovidestheempiricaldataofgeneraluniversitiesandcollegesofundergraduatecourse,fortheeducationmanagementanddecision-makingdepartmentprovidedareferencefortheconstructionandpromotionofMOOC,forthemajorityofteacherstoadapttotheinformationizationreform,raisingtheteachingqualityofundergraduatecoursecollegesanduniversitiesstudenttoprovidethereferencedirection,provideMOOClearnerslearningexperience.Inaddition,thestudyasearlyMOOClearners'study,thestudyofthespecificdataandbasicconclusionswillprovidefeasibleresearchdirectionforthelaterresearch.1.4definition1.4.1MOOClearnersMOOClearnersreferstothoseintheMOOCcourseplatformofficiallyregistered,andsticktolearningatleastmorethantwoweeksoflearners,andthatarenotofficiallyregisteredMOOCplatforms,orlearningtimelessthantwoweeksoflearnersarenotwithinthisstudy.1.4.2generalundergraduatecollegesanduniversitiesExistingliteratureandnoclearprovisionsonthegeneralundergraduatecollegesanduniversities,butsomeresearchershavetheirownviews.CuiGangthinkgeneralundergraduatecollegesanduniversitiesisbothhavejuniorcollegeupgradedtoundergraduatecoursecollegesanduniversitiesofcollegesanduniversitiesandthenewlybuiltundergraduatecoursecollegesanduniversities[12].Thepartyandthebourgeoisthinkgeneralundergraduatecollegesanduniversitiesisbetweenthekeyuniversitiesandcollegesbetween[13].Zhengcanwavethatisinadditiontothegeneraluniversity985collegesanduniversities,211collegesanduniversities,andalloftheindependentcollegefull-timeordinaryundergraduatecoursecollegesanduniversities.[14]inthisstudy,referstothegeneraluniversityexcept985and211keyuniversity,canthroughthenationalunifiedexaminationtorecruithighschoolgraduates,aftergraduationawardbachelor'sdegreeininstitutionsofhigherlearning.Chapter2studieswerereviewed2.1theoreticalbasis2.1.1relatedtheoryofindependentlearningAutonomouslearningfromthemiddleofthelastcenturywasputforwardtonow,aftermorethan60yearsofdevelopment,butbecauseoftheresearcher'spositionandwiththehelpofthetheoreticalbasis,untilnowstillnouniformdefinition.Somescholarsthinkthatautonomouslearningisakindofstudyway[15],somescholarsthinkthatautonomouslearningisalearningmode[16],alsothescholarthinksoftheconstructionofautonomouslearningisakindofactivelearning,learnersthemselvestodeterminelearningobjectives,accordingtothetargetandsituationalcharacteristicsofcognition,motivationandbehaviormonitorandcontrol[17].Althoughmanyaboutthedefinitionofautonomouslearning,butitsconnotationisconsistent:thebodyoftheautonomouslearningisalearner,thelearneronintrinsicmotivation,autonomy,inaplannedwaytolearn,learnerscanchoosethesuitablelearningmethodsandlearningstrategies,activelyregulateandcontrolthewholeprocessoflearning,formthecorrectlearningevaluation.Nowinfluenceautonomouslearningtheorycanberoughlyclassifiedintothefollowingcategories:onthebasisofbehaviorismtheoryofautonomouslearning,onthebasisoftheinformationprocessingandcognitivismautonomouslearningtheory,andthecorrelationofsocialismandthetheoryofconstructivismasthetheoreticalbasisofautonomouslearning[18].Emphasisonstrengtheningtheroleofbehaviorismtheory,hethoughtthatautonomouslearningisessentiallyakindoflearningbehavior,afterrepeatedafterreinforcementcanbuildasolidcontact,stillcanappearafterthestimulusabatedlearningbehavior[19].Informationprocessingtheoryisthatautonomouslearningisareciprocatingfeedbackloopthatlearnersatthebeginningthepresetcriteria,checkwhetherthecurrentinformationisuptothestandardduringthelearningprocess,andtomodifytheinformationortransformation,andconformtothestandardtoaccept.Socialcognitivetheory,thelearner'ssocialinteractionandsocialcognitiveroleinthedevelopmentofautonomouslearning[18].Socialcognitivetheoryisthemostinfluentialautonomouslearningmodelin(Zimmerman)proposedbytheAmericanzimmermann,hethinksthatautonomouslearningisnotonlytothestudyoflearningtomakeactivebehaviorintheprocessofmonitoringandadjustment,andlearnersaccordingtoexternalfeedbackforselflearningexternalperformanceandstudyoftheexternalenvironmentofactivecontrolandadjustment,atthesametimeforhisowncognitiveandemotionalstatusmonitoringandadjustment,thewholelearningprocessisaprocessofconstantlymonitorandadjust.[20]concretemodelasshowninfigure2-1.Humanistictheorypaysattentiontoaconcernforthehumanelementofautonomouslearningprocess.[21]constructivismtheoryfocusesonmetacognitiveisautonomouslearning.MetacognitionthisconceptwasfirstmadebyMrTalavera(Flavell),hedefinesmetacognitionas:metacognitionissomekindofknowledgeorcognitiveprocess,itisanobjectwithcognitiveactivity,orusedtoadjustthecognitiveactivities[22].Ephtalavera(Flavell)thinkthatmetacognitioncontainsnotonlythecognitionofcognition,shouldalsoincludehowyoucontrolyourownknowledge.[23]themetacognitioncontainstwoaspects:metacognitiveknowledgeandmetacognitiveprocess.Metacognitiveknowledgeconsistsofthreeparts:thepersonalcharacteristicsofcognition,cognitionandunderstandingofthestrategyofthetask.Metacognitiveprocessincludetheevaluationofcognitivemonitoringandexperience,themaincontentisthelearnerintheprocessoflearningabouttheircognitiveactivitiesofplanning,monitoring,evaluationandadjustment.Inaddition,thetalavera(Flavell),Brown(Brown),wiener,Weinert,andoftheSternberg(Sternberg)arealsodonetometacognitiveconceptdifferentdefinition.Butitscoreideaisconsistent,namelymeta-cognitionistheselfconsciousnessofcognitiveactivitiesandself-adjusting[24].Accordingtotherelatedresearchshowsthatmeta-cognitivetoeffectivelyachievetheestablishedgoals.[25]Personal(self)Personal(self)self-efficacy,declarativeandproceduralandstrategicknowledge,andmetacognitiveplan,monitor,goalsetting,mood,emotion,etcStrategyuseStrategyuseFeedbackloopFeedbackloopSelf-regulationofbehaviorSelfadjustingSelf-regulationofbehaviorSelfadjustingTheenvironmentTheenvironment

Material:environmentconstruction

Social:anexample,tohelpothers

Symbol:sketch,picture,formulaBehavior

Selfobservation:thewrittenrecordandreport

Selfjudgment:controltargetevaluationDonaldhe1979(Donaldb.Maudsley)inmetacognitivepresentedonthebasisoflearningconcept,hethoughtthatyuanlearningislearnersconscious,improvingcognition,explore,learnanddevelophabitsandmaketheprocessofinternalization.In1985JohnBiggs(JohnBiggs)learningisdefinedas:theyuanyuanlearningisselfawarenessandselfmonitoringoflearning.LuGenbook(1994),andotherpeoplethinkthatlearningisyuancognitiveapplicationinthefieldofstudy,mainlyreferstolearners'awarenessoflearningmotivationandlearningstrategyselectionanddevelopmentofthecontrol.Yuanlearningdoesnothaveaunifieddefinition,ingeneral,yuanlearningis"learningaboutlearning".[26]yuanlearningisselfawareness,monitoringandregulationoflearning,yuanlearningnotjustincognition,andthecontentofthewill,theemotion,etc.In1995,Chinesescholarsself-monitoringZhouYongdengmetalearningabilitycanbedividedintothreeaspects:learningactivities,learningactivitiesbeforeandafterthelearningactivityofself-monitoring,andrefineitforeightdimensions:planningandpreliminarybeforelearning,intheprocessoflearningconsciousness,methodandexecution,feedback,afterstudyingtheremedialandsummary.[27]GuoZhanjiRMB(1992)arguesthatlearners'learningabilityandlearningeffecthaveacloserelationship.MOOCinessenceisakindofnetworklearning,learningprocessdependonautonomouslearning.Theauthorofautonomouslearningrelatedtheorytocomb,canprovidecertainguidancefortheresearchofMOOClearners.InadditiontheauthorRMBaccordingtotheclassificationofthelearningabilityoflearners'learningbehaviorsurveycontentwriting.2.1.2technologyacceptancemodeltheoryIn1989,Davis(Davis)onthebasisofrationalactiontheoryandthetheoryofplannedbehaviortechnologyacceptancemodelisputforward.Concretemodelasshowninfigure2-2.Davis(Davis)believeintechnicalcategory,usethebehavioralintentionaffectedbyindividualuseattitudeandsubjectivenorm,butattitudesaremoreinfluentialthansubjectivenorm;Usethebehavioralintentionofdecidedtoactuallyusebehavior,butusethebehavioralintentionwillbeaffectedbytheperceivedusefulnessandperceivedeaseofuse;Useattitudewillbeaffectedbytheperceivedusefulnessandperceivedeaseofuse;Perceivedeaseofuseandperceivedusefulnessandtheinfluenceofexternalvariables.[28]ExternalvariablesPerceivedusefulness〔U)ExternalvariablesPerceivedusefulness〔U)ActualbehaviorUsebehavior〔BI〕TActualbehaviorUsebehavior〔BI〕Theattitudeoftheuse〔A〕Externalvariables〔E〕Externalvariables〔E〕Davis(Davis)dototheoriginalmodelofextensionin2002,hewillbeaffectedsocialandcognitivestructureintheextendedtechnologyacceptancemodel,hethoughtthesocialimpactandcognitivestructureisthedeterminantsofperceivedusefulnessanduseintention.Socialimpactincludessubjectivenorms,voluntary,andimpression.Cognitivestructurecontainsworkapplicability,thequalityoftheoutput,theresultsdemonstratethepossibilityofandperceivedeaseofuse.Usethebehavioralintentionofeventuallydecidedtoactuallyusebehavior,butuseexperiencewillweakentoperceivedusefulnessandsubjectivenormtheinfluencedegreeofthebehavioralintentiontouse.[29]Overtheyears,researchershavetothebodyframeworkoftechnologyacceptancemodelfine-tuned,testofitsusefulness,anditsapplicationtobusiness,economicmanagement,informationtechnology,andmanyotherfields.Technologyacceptancemodelgraduallyacceptedandrecognized.MOOCquicklyspreadthroughouttheworld,inadditiontohighqualitycourses,curriculummodelhascertaincharacteristics,MOOCcourseplatformalsotoMOOCdevelopmenthavecertaininfluence.Inasense,theuseofMOOCplatformalsoisakindoftechnologyacceptanceprocess,learnersuseofMOOCbesidesconsideringthequalityofthecourseitself,courseplatformforeaseofusewillaffectlearnersuseattitudeandbehavioralintention.Sotheauthorreferencetechnologyacceptancemodelattitudetowardthelearningexperiencesinthequestionnaireanduserelatedtopictowrite.2.2MOOCconnotationInAugust2023,OxforddictionarywillMOOCaword,thedictionaryofMOOCexplanationis:MOOCisakindofcanbeobtainedviatheInternet,nolargecrowdchargelearningcourses,anyonewhodecidedtostudycanloginregistrationwebsitetolearn.CalledtheMOOC:MassiveOpenOnlineCourses,translatedintoChineseis:MassiveOpenOnlineCoursesorMassiveOpenOnlineCourses.The"massive"herereferstolarge-scale,enrollmentMOOCcourseisacourseofenrollmentattensofthousandsofpeople."Online"referstolearningwiththeaidofthenetworkenvironment,unliketraditionalclassroom,MOOClearnerswiththewholeprocessoflearningonthenet,andnotrestrictedbytimeandspace."Open"referstothefreelearning