Research On Knowledge Interaction Of MOOC+SPOC New Mixed Teaching Mode

MOOC(Massive Open Online Courses)have the existing advangtages such as large scale,high efficiency,low cost,top-ranking teachers and flexible schedule;however,there are some shortcomings of MOOC in terms of the deep knowledge interaction.During the process of teaching and learning in MOOC,teachers are not able to have a one-on-one tutoring for learners,meanwhile learners also find it hard to have face-to-face communication.Therefor,many intermediates links such as preparation,lectures,discussions,tests,assignments,examinations,experiments,and Q&A cannot be effectively matched.To summarize,although the MOOC can preach and impart knowledge,it cannot effectively solve the problem and cannot achieve efficient and in-depth knowledge interaction.To take advantages of MOOC and remedy the shortcomings of MOOC,SPOC(Small Private Online Course)came into being and integrated with MOOC for knowledge interaction,which is a new blended teaching mode of MOOC+SPOC.This model makes up for the deficiency in MOOC knowledge interaction to a certain extent,and has achieved certain results from answering questions.However,in order to achieve efficient and in-depth knowledge interaction,the knowledge interaction of this mode still has some complicated and difficult problems to solve in terms of learner’s willingness to participate,key influencing factors,supporting system and effect evaluation.It is necessary to explore this research in-depth.Based on the related theories of management,sociology,psychology,education,etc,this paper makes a systematic study on the participation willingness,influencing factors,supporting system,effect evaluation and other issues of the knowledge interaction of the MOOC+SPOC,a new blended teaching mode by means of empirical research,qualitative research and case study.Solving these basic and complex problems is the key to realize the knowledge interaction of the MOOC+SPOC,the new blended teaching mode,which can enrich and develop the theory of knowledge interaction of the mode,and help our country to realize education innovation and strategy development inthe new era.This paper discusses the relevant theoretical basis,such as the theory of planned behavior and technology acceptance models,grounded theory,knowledge interaction theory,constructivism theory,teaching evaluation theory,etc..The new blended teaching mode of MOOC+SPOC and its knowledge interaction concept is defined,and the connotation is analyzed.And the difference between knowledge interaction and general knowledge interaction of MOOC+SPOC new blended teaching mode is revealed.The definition of participation willingness,supporting system and effect evaluation of knowledge interaction of the new blended teaching mode of MOOC+SPOC are also stated,and their characteristics are summarized.The factors influencing the participation willingness of knowledge interaction in the new blended teaching mode of MOOC+SPOC are analyzed empirically.Through the introduction the MOOC+SPOC cognitive degree,designing factors,basic psychological needs factors and perceived cost barriers factors,the model of influencing factors of the participation willingness is constructed,and corresponding conclusions are obtained.This paper explores the key influencing factors of knowledge interaction of the new blended teaching mode of MOOC+SPOC by applying grounded theory research method.Starting from the phenomenon,the facts and cases,reliable survey data can be obtained combining with the in-depth individual interview and focus group interviews.Through the process of open coding,axial coding and selective coding,this paper explores the key factors of knowledge interaction,constructs the model of influencing factors,and illustrates the mechanism of the interrelations of the model.The supporting system of knowledge interaction of the new blended teaching mode of MOOC+SPOC is studied by combining case analysis.Through the comparative analysis of the typical cases of the new MOOC+SPOC curriculum supporting system at home and abroad,the paper constructs the overall model and subsystem model of the knowledge interaction supporting system,and the paper also analyzes the example of MOOC+SPOC new hybrid teaching model course.and provides guarantees of learners’ personalizedlearning.Based on the specific situation of knowledge interaction,this paper exploits the effectiveness assessment of the new blended teaching mode of MOOC+SPOC,constructs the evaluation index system of teaching and learning effectiveness,and then builds a multi-index evaluation method based on COV-AHP model to specifically evaluatethe effectiveness of MOOC+SPOC new blended teaching mode from the perspective of knowledge interaction.Based on the above research,from the three aspects of the new blended teaching mode of MOOC+SPOC: the participation willingness,the supporting system and the effectiveness evaluation,this paper proposes an improvement strategy for the development and innovation of MOOC+SPOC courses in Chinese universities.