| The development of the concept of "Lifelong Learning" and the proposal of "Internet + education" has given birth to innovative online learning forms represented by MOOC and rich online learning resources,which have been continuously concerned and sought after by the educational circles.Meanwhile,Teacher Education MOOC has also been developed in teacher education to promote the professional development of educators.But Teacher Education MOOC is distance online learning mode,the learners will suffer loneliness and lack of group sense of belonging.It is difficult to guarantee the learning quality and effect of MOOC,and high dropout rate and low completion rate are still problems that need to be improved in current MOOC learning,which also highlights the necessity of paying attention to the online presence of learners in MOOC learning.By establishing learners’ online presence,the online learning effect of MOOC can be improved,learners will have a better MOOC learning experience.Considering the important role of online presence in the online learning of MOOC learners,as well as the inadequacy of the research and practice of online presence building strategies and methods.This study combined with a Teacher Education MOOC "Student-Centered Learning Environment Design" to start the research and practice,and under the guidance of "the Community of Inquiry theory framework ","Social Constructivism Theory","Social Learning Theory","Adult Learning Theory" and "Learning Community Theory",the cultivation strategies of online presence for Teacher Education MOOC learners is designed to achieve better effect of online learning.This research proposes corresponding strategies and implementation methods from three aspects of "teaching presence","social presence" and "cognitive presence".In addition,the strategies designed was implemented in the second round of teaching of "Student-Centered Learning Environment Design",and the effectiveness of strategies implementation was verified through a comprehensive comparison with the first round of teaching in terms of students’ online presence,online learning effect and online learning engagement.The comparative analysis of the results of the two round teaching shows that :(1)the online presence building strategies implemented in Teacher Education MOOC enable learners to perceive a higher level of teaching presence,social presence and cognitive presence;(2)through the establishment of online presence,learners have achieved great online learning effect,and have better performance in the dimensions of course learning satisfaction,perceived learning and learning persistence;(3)through the establishment of online presence,the teaching effect of the course is also improved.learners’ participation in online learning is higher and their learning experience is better.From a comprehensive perspective,the effectiveness of the implementation of online presence cultivation strategies have been verified,and the research also provides a basis and reference for better instructing Teacher Education MOOC practice from the perspective of online presence. |
