Research On TPACK Structure Characteristics Of MOOC Teachers

Education development has always been a common concerned topic by countries around the world.Education informatization plays a vital role in improving the education quality,realizing the education popularization and the individualized education and so on.All countries in the world regard the education informationization as a prospective choice to promote education development and reform.AS a part of education informatization,Online education is an important force to promote the process of education informationization.As a new form of online education,MOOC has caused widespread attention.Online education quality has always been the key in the development of online education,so online education quality will affect the process and effect of education informatization.Teaching quality is the core and foundation of education quality,therefore,improving the quality of MOOC teaching is the key to develop MOOC healthily.In the process of MOOC teaching and learning,there is no denying that teachers play an important role and the improvement of MOOC teaching quality depends on teachers.However,MOOC teachers are different from the traditional teachers.If we want to improve the quality of MOOC teaching,we need to study the MOOC teachers firstly,and then change teachers,and train teachers who can adapt to the MOOC teaching.In the process of training these teachers,there is a basic premise that teachers should have knowledge structure corresponding to the MOOC teaching.MOOC teachers is different from the traditional teachers,so MOOC teachers' knowledge structure is necessarily different from the traditional teachers'.“Technological Pedagogical Content Knowledge(TPACK)" put forward by Punya Mishara and Matthew J.Koehler in Michigan State University in 2005 is a framework that studying teachers' knowledge structure and it is the redefinition of teacher knowledge in the information technology age.To provide reference for MOOC teachers' training and improve the quality of MOOC teaching finally,this study takes the epidemiology basis of Peking University MOOC as research object,adopts classroom video analysis method,content analysis and case study method to carry out research and finally explore and analyze MOOC teachers' knowledge structure characteristics in the TPACK framework with the combination of quantitative and qualitative analysis methods,and then puts forward the development strategy of MOOC teachers' TPACK exploratorily.First of all,through collecting and sorting literature,this study combs the research status of MOOC teachers and MOOC teachers' knowledge structure,theories related to TPACK,classroom video analysis method and its application in the TPACK research.After completing to collect and sort literature,this research mainly carries out the following work:(1)formulate the classroom teaching behavior TPACK encoding rules of the MOOC teachers and thestandards of observing video and recording code.(2)Based on the formulated encoding rules and standards,make use of QSR NVivo 8 video analysis tools to observe and record the MOOC teachers' teaching behaviors in teaching videos of the MOOC,perform the MOOC teachers' classroom teaching behavior TPACK encoding and record encoding and then complete the data visualization.(3)Analyze the frequency and duration of MOOC teachers' TPACK elements based on the chart of data and analyze four types of learning activities carried out in MOOC: online exercises,tests and homework,class communication area and the final exam by the definition of TPACK.(4)Summary MOOC teachers' TPACK structure characteristics and then put forward the development strategy of MOOC teachers' TPACK exploratorily.