Research On The Teaching Existence Of MOOC Teachers: The Perspective Of Chinese-foreign Cooperation And Mixed Teaching

In recent years,the development of MOOC made an permeable impact on higher education.Especially after the "MOOC" era,the rapid development of MOOC provides unprecedented opportunities to the implement of blended learning.At present,using MOOC to carry out blended teaching has become a trend.In our country,more and more colleges and universities teachers also introduces foreign MOOC in their teaching to carry out MOOC based blended learning.In MOOC based blended learning,foreign MOOC teacher use MOOC and also some advanced technology such as video conference to implement remote synchronous and asynchronous teaching for Chinese students.This form of teaching has many advantages,such as it can provide students with abundant learning activities and learning support,and makes students have the opportunity to interact with MOOC teachers in a virtual but real-time face to face way.But this kind of teaching faces some challenges.The design,organization and implementation of teaching activities is much more complicated than other types of teaching.Therefore,empirical researches need to be conduct,which can help us to introspect whether the blended learning based on MOOC can enhance students'learning outcomes.In order to examine the effectiveness of teaching methods used in this form of teaching,a suitable theory Angle of view is needed.Accordingto the research literature,teaching presence is a appropriate conceptual framework which have been proved to be an effective framework to evaluate online teaching by many studies.Use teaching presence framework effectively can help us understand the network distance education better.Based on this,this study using teaching presence as a view angle,from the angle of teaching method to analyze the level of MOOC teachers' teaching presence in this kind of blended teaching that based on MOOC,and try to get a deep understanding of the effectiveness of teachers'teaching activities and the existing shortcomings.And also examined whether the foreign MOOC teachers' teaching presence has made a positive impact for different types of students learning outcomes.There are five chapters in this paper.Chapter one is introduction.This chapter introduces the background of this study in general,related research situation home and abroad,research question,research purpose and meaning.The second chapter is about the theoretical framework of this study.Include the core concepts of this study and also the theoretical foundation.Core concepts including teaching presence,hybrid teaching based on the MOOC and blended teaching based on the MOOC carry out by Chinese and foreign teachers cooperatively.The basic theoretical foundation is the community of inquiry theory.A detailed introduction to the three core concepts and these two theories was made in this chapter.The third chapter is the research method and process.This section is the core chapter of this study which mainly includes four parts:first of all,is the introduction of the research situation and the research object.Secondly,the design of the scale and also about the data collection process using the finally scale.The last part of this chapter is the main method and process of the collection of qualitative data.The fourth chapter is Analysis and discussion.First of all,using exploratory factor analysis and reliability analysis to test the reliability and validity of the quantitative data collected.Then,the descriptive statistics analysis,correlation analysis,regression analysis and ANOVA were made to the quantitative data by SPSS software.Then,qualitative data also analyzed using content analysis method.The last part is discussion which based on the statistical analysis results in the above section.first of all,the overall level of teaching presence in blended teaching which based on the MOOC carry out by Chinese and foreign teachers is analyzed in a very detail way,and also the students' satisfaction and perceived learning was analyzed.Secondly,the relationship between MOOC teachers' teaching presence and its three dimensions,students'satisfaction and perceived learning were described in detail.Especially the impact of facilitating discourse and direct instruction on students' learning satisfaction and perceived learning was discussed.The fifth chapter is the summary of this study.In this chapter,the entire research process and the results are summarized.Starting from this kind of teaching itself,based on British MOOC teachers' teaching,and combining with the related researches,from the three dimensions of teaching presence,the author puts forward some strategies of how to establish and maintain teaching presence in online teaching.Finally,the innovations and shortcomings of this study was explained,at the same time,the follow-up research questions were also discussed.