Research On Personalized Learning Design Under The Environment Of MOOCs

Since2012MOOCs triggered turmoil in international education, universities,businesses and educational researchers of domestic and foreign have focused attentionon the study and practice of MOOCs. MOOCs both a breakthrough development ofdistance education, the new development is also open to educational equity respectededucational philosophy. But China’s MOOCs has constructive under the guidance ofbehavioral learning theory. Therefore, based on the perspective of the teaching mode,MOOCs did not bring greater innovation and value. Instead, MOOCs high dropoutrates and low completion rates courses, learners do not meet face to face insufficientwith teachers and peers received much criticism. Indeed MOOCs goal is not toduplicate the teaching experience about line of classroom, we should focus on how tobetter help learners, how to better play the advantages and value of MOOCs. MOOCsprovided better interactive environment and conditions for personalized learning,inquiry-based learning and collaborative learning provides. When we use MOOCstake advantage of the high quality of resource sharing that we should have morepursuit and further exploration about the development of learners’ personality,personalized learning and knowledge learners collaborative innovation. Therefore,under MOOCs environment how to build personalized learning model and appliedMOOCs study and practice, in order to promote the development of learners’higher-order thinking, and promote knowledge innovation, and ultimately enablelearners to grow into a complete human personality is the focus of this study.In this study, the concept of individualized education, humanistic learning theory,constructivist learning theory, learning theory unicom theoretical are the studyguidance. With analysis of the participants, interactive environment, learning networklearn to analyze under the environment under MOOCs participants individualizedlearning mode, build a personalized learning environment by looking for patternsMOOCs nodes, build a learning network, knowledge innovation constituted under. Combined MOOCs characteristics and needs of learners build a learning analysismode of personalized learning. In MOOCs "flip the classroom teaching" as anexample, the use of social network analysis techniques were analyzed and practice ofpersonalized learning model discussed area. In order to lay the foundation for futureresearch MOOCs personalized learning.Papers organizational structure and main content of each chapter:The first chapter introduces the context of the question, describes thedevelopment process MOOCs rapid rise, and through analysis MOOCs teachingtypical case of domestic and foreign, summarizes the current research MOOCs,summed up the problems, Leads to the idea of personalized learning applications inMOOCs, and further illustrates the necessity about personalized learning under theMOOCs environment. On this basis, outlines the meaning and methods of researchpapers.The second chapter outlines the content of personalize education and personalizelearning, based on humanistic learning theory and constructivist learning theory,precipitation learner-centered, cognitive and emotional unity of teaching concept andthe acquisition of knowledge is the process of knowledge construction, has animportant guiding significance for building personalized learning mode underMOOCs environment. Analysis knowledge acquisition process of learners underMOOCs environment from coupling theory of knowledge and connectionist learningconcept, and earners effective learning process in MOOCs, And the use of studentinteraction concept and doctrine Unicom concept of MOOCs learner made a certainquality and capacity requirements, while the interaction as a key prerequisiteknowledge and learners under MOOCs personalized learning environment ofinnovation throughout the learner personality the whole process of learning.The third chapter, with the analysis of interactive environment, learningnetworks, learning analysis under MOOCs environment, that we build a personalizedlearning model under MOOCs environment by finding nodes, build learning networksconstitute knowledge innovation.The fourth chapter through analyzed learning analytical techniques and tools, combined with MOOCs features, build learning analysis model to supportpersonalized learning. And the "flipped classroom teaching" as an example, use socialnetwork analysis techniques to analyzed and practice of personalized learning modelin discussion area.The fifth chapter summarized research process and research results of this studyand reflected the problems and fault of the study, and prospected for future researchwork.