Research On MOOC-Based Blended Teaching For Promoting High-Order Learning Of College Students

Cultivating students’ lifelong learning consciousness and abilities,especially the high-order learning ability of cultivating knowledge construction and migration through reflection,criticism,integration and creation,is of great significance for China to promote its construction from a country with a large population to a country full of talents.The class is not only the main place for teachers to teach and educate students,but also the main place where students learn.How to optimize class learning resources and learning methods to promote high-order learning is an important research topic in the current reform of education and teaching.High-order learning itself has rich connotations,and different scholars have made a lot of exploration and practice about the paths and methods of promoting the high-order learning.This paper tries to prove that the reflective learning and the integrated learning are the core of the high-order learning by constructing impact factor models at the theoretical level,and uses such methods as the exploratory data analysis method,the quasi-experimental research method,the investigation method and the structural equation model to discuss how the MOOC-based blended teaching can support the high-order learning by taking college students as the main research object.The meaning of using existing high-quality MOOC resources to support the blended teaching is simplified as the MOOC-based blended teaching.The research questions include:(1)Whether the reflective learning and the integrated learning are the core components of the high-order learning;(2)What factors can promote the reflective learning and the integrated learning in the MOOC-based blended teaching situation;(3)Whether the MOOC-based blended teaching strategy can promote the reflective learning and the integrated learning of college students.The study is divided into four parts:Part 1:The literature analysis.This paper analyzes the research background and significance,and establishes the research questions and objectives,the contents and methods,the characteristics and innovation(Chapter One).This paper clarifies the research hot spots and the teaching practice applications of the high-order learning,the research status of MOOC,and the MOOC-based blended teaching.Based on the review of research,this paper defines the main features of the high-order learning and the MOOC-based blended teaching,and introduces the research status and the subject distribution status of MOOC to provide a certain basis for the selection of high-quality MOOC resources in the later period(Chapter Two).Part 2:The empirical research on the theoretical exploration.This paper explores the main factors that affect students’ high-order learning under the MOOC-based blended teaching situation,puts forward the research hypothesis of the interaction and influence of the various factors,and constructs the theoretical model composed of these research assumptions.By distributing questionnaires and analyzing the questionnaire data,this paper verifies whether the research assumptions that constitute the theoretical model are valid,and forms the final high-order learning impact factor model.According to the impact factor model,the core composition of high-order learning is extracted:the reflective learning and the integrated learning(Chapter Three).Part 3:The study on the verification of the teaching practice.Two types of classes are designed and implemented to validate that MOOC-based blended teaching strategies can promote the reflective learning and integrated learning(Chapter Four).A single variable verification experiment is designed for the former,and it is proved that the MOOC-based blended teaching strategy can promote students’ reflective learning.A two-variable verification experiment is designed for the latter,and it is proved that the MOOC-based blended teaching strategy can promote students’ integrated learning.If the strategy is used in conjunction with the mind map cognitive tool,the effect of promoting integrated learning behaviors will be better.The subjects who participated in the two teaching experiments were tested on the high-order thinking ability and tendency based on the psychological measurement before and after the teaching intervention.The test data were analyzed to reflect the changes of the subjects’ high-order thinking after experiencing the MOOC-based blended teaching strategy intervention(Chapter Five).Part 4:The theoretical summary and the verification research.This paper summarizes the successful teaching experience in Part 3,and uses the exploratory data analysis research paradigm to summarize the class practice framework of MOOC-based blended teaching for promoting the high-order learning.The effective class teaching is designed to verify the practice framework.The single variable verification experiment is designed,and the performance data of the comprehensive practice project of students’teaching in the course of Educational Communication are used to demonstrate the positive effect of the practice framework on the improvement of the teaching effect(Chapter Six).Aiming at the three research questions,the study draws the following conclusions:(1)The MOOC-based blended teaching mainly refers to the teaching process during which teachers import such high-quality MOOC resources as teaching designs,activities,tasks and tests for the classes that include dozens of students in order to help students to overcome learning disorders caused by different learning environment and establish a systematic and complete understanding of what they have learned.The four characteristics that constitute the MOOC-based blended teaching are the blended teaching situation,the reconstruction of teaching resources and design,the convergence of teaching tasks under different teaching situations,and the complete understanding process of subject-oriented knowledge.The high-order learning mainly refers to a series of complex changes involving such aspects as psychology,abilities and behaviors,which students begin with the changes of high-order thinking in psychology,use their key abilities,and finally produce high-order learning behaviors that differ from surface learning behaviors.The high-order thinking,the key ability and the learning behavior form the connotation of the high-order learning together.(2)The self-efficacy,the curriculum academic support and the teacher-student interaction support are the main factors affecting students’ high-order learning under the MOOC-based blended teaching situation.The reflective learning and the integrated learning are important components of high-order learning.A model of the impact factors of the high-order learning under the MOOC-based blended teaching situation is proposed,which explains the mechanism of the action of various factors affecting the high-order learning.(3)It is verified that the MOOC-based blended teaching strategy can promote both the reflective learning and the integrated learning.(4)The class teaching practice framework of MOOC-based blended teaching for promoting the high-order learning is summarized.The framework can guide the design of a MOOC-based blended teaching strategy that effectively promotes the high-order learning.