The Influence Of The MOOCs Assistants' Answers On The Community Discussion Process

Teaching interaction is always the core research topic in education,especially in distance education.However,some studies have found that the teaching interaction of MOOCs is much lower than expected in most cases.In this study,two persuasion approaches of social psychology persuasion theory were used to study the influence of the teaching assistants' answers on the community discussion process from the peripheral pathway and the central pathway in two aspects.Take the courses in the Chinese University MOOC platform as the research object.And analyze the data in the course discussion area.Verify the influence of assistants' participation on community discussions and how is it affected.This paper is divided into three sub studies:The first study is how teaching assistants' answers impact the students' discussion activity.This study explored how teaching assistants' answers influence the discussion process from the peripheral way,in order to verify whether or not the teaching assistants' answers have had an impact on students' discussion activity,as well as how to influence it If the teaching assistants' answers in different MOOCs have different effects on the active degree of the students' discussion,then continue analyzing the causes.The second study is to study the effect of the text features of the teaching assistants' answers on the activity of students' discussion.This research also starts from the peripheral way,and further explains and explores the phenomenon revealed by the first study.Analyze whether the text features of the assistants' answer would have an impact on the community discussion.The text features are the language features of teaching assistants.It can be characterized by two factors:the use of emotional words(a convention is called "emotional function word")and the length of the assistant's response(ie,the number of words answered).Thus,the study is divided into two sub-studies,(1)The influence of the use of emotional function words on students'discussion activity;(2)The influence of the length of the assistant's answers on the students' discussion activity.The third study is the impact of the teaching assistants' answers on the knowledge construction stages.This study is from the center way to explore teaching assistant answers for the discussion process.By comparing the distribution of knowledge construction stages before and after the teaching assistant's participation in the discussion forum topic,it is discussed whether the teaching assistant has influence on the knowledge construction stage of the discussion and how it affects.Finally,the three studies are summed up to draw the conclusions of this paper,and the future research directions are reconsidered and clarified.The conclusion of this paper can provide some reference for practical teaching and teachers' counseling strategy.