Research On MOOC Learning Support Services For Rural Teachers

There are too few ways to improve the professional development of teachers and the development of MOOCs has spawned a number of MOOCs for teacher education.These MOOCs have a huge role in improving the professional quality of teachers,realizing professional development of teachers,and promoting educational reform.At present,the momentum of MOOC research on teacher education in China is increasing,but there is not much research on this particular group of rural teachers.In order to better guide the construction of MOOCs for rural teachers and improve the promotion and relevance of such MOOCs in rural areas,this research is based on the research of MOOCs "Applying Learning Sciences to Improving Instructional Strategy" for improving teachers' teaching abilities To explore the characteristics and laws of rural teachers learning in MOOCs for teacher education,and provide reliable suggestions and reference for MOOC construction for rural teachers.This research uses literature research method,comparative research method,case research method and investigation research method.Firstly,this study sorted out the current status of MOOCs,learning support services,MOOC learning support services,rural teachers' online learning and learning support services through literature research.And summarize the four analytical dimensions of MOOC learning support services for rural teachers,which include learning resource support,learning evaluation support,interactive support and policy support.Secondly,through a comparative research method,a targeted selection of learning support services implemented by 4 MOOC platforms at home and abroad,a total of 8 teacher education MOOCs,found that each MOOC has its own characteristics and deficiencies.Summarizing its characteristics are:(1)In the design of learning resources,the curriculum focuses on the diversification of learning resources,and the selection and design of resources are targeted;(2)In the choice of learning evaluation methods,they mostly choose process evaluation and summary evaluation Combined evaluation methods;(3)In terms of interactive support,in these MOOCs,especially in the national quality courses,they pay great attention to the design and interaction of the course forum,and provide learners with the interaction of the platform as much as possible tool.Then through the four dimensions of learning resource support,learning evaluation support,interactive support and policy support,a comprehensive introduction to the design and implementation of the learning support service of the MOOC " Applying Learning Sciences to Improving Instructional Strategy " course for teacher education,found that the course has the following Features:(1)Learning resource support level: Many types of resources,combining theory and practice;(2)Learning evaluation support level: Diverse evaluation methods;(3)Interactive support level: Timely question answering and multi-channel communication;(4)Policy support level: Training activities,competitions and continuing education credits.Then through a questionnaire survey on the rural teachers in the case,and selected six of them to conduct in-depth interviews,to analyze the status of rural teachers and the characteristics of their groups in MOOCs for teacher education,found:(1)The learners are mainly primary school female teachers over the age of 35.Most of them are teachers with more than 20 years of age.Their academic qualifications are generally undergraduate degrees.Most teachers have few opportunities to go out for training,and more than 70% have no experience in MOOC learning;(2)They entered MOOC more for their professional development and ability improvement.In MOOC learning,they are more willing to learn with their peers;(3)They are more recognized for the difficulty of the course,but still need to certain learning support services;(4)After attending MOOC,they have a higher degree of recognition of MOOC,and they are willing to use MOOC as one of the ways to improve their professional development,but work pressure and time allocation are causing some teachers to go halfway.Important factors for giving up learning;(5)The rural teachers' MOOC course scores are strongly related to whether they have had MOOC learning experience,whether to participate in online live lectures,and the positive level of discussion areas,and whether to subscribe to the course We Chat public account and whether to participate in offline training also relevant.Then,the satisfaction analysis of rural teachers in MOOC learning support services found that:(1)They are more satisfied with excellent teaching cases and video resources of experience and skills;(2)They are satisfied with the way of mutual evaluation of assignments;(3)They are satisfied with timely answers to questions and online communication;(4)They are satisfied with the guidance,encouragement and support of the school.Finally,the research and analysis of the expectations of rural teachers' MOOC learning support services,the study found:(1)Rural teachers are happy to learn through MOOC,but they need more guidance and support from the course team when they first contact MOOC.They are also very interested in supplementary reference materials;(2)They want to be able to get timely evaluation feedback;(3)They want to have simple and convenient human-computer interaction tools and various human-human interaction methods;(4)They need policy encouragement and expect MOOC hours to be linked to continuing education.Based on the above research and conclusions,suggestions for improving and optimizing MOOC learning support services for rural teachers:(1)At the level of learning resource support.While ensuring the appropriateness and frontier of basic resources,expansion resources and case resources,the curriculum team attaches importance to guiding resources and arranges a reasonable course duration;(2)At the level of learning evaluation.The course team should adopt a combination of multiple evaluations,and achieve the real-time and accuracy of evaluation support services;(3)At the level of interactive support,the curriculum team should provide rural teachers with simple and convenient interactive tools and diverse communication methods,and ensure that everyone interacts in a timely and effective manner,and in the discussion area topic design should be down-to-earth;(4)At the level of policy support.The curriculum team actively cooperates with the Education Bureau and the school to promote MOOC and link MOOC hours with continuing education credits and hold relevant competition activities.Through the above optimization suggestions,it is expected to provide references and basis for the curriculum construction,implementation and update of the " Applying Learning Sciences to Improving Instructional Strategy " course and other teacher education MOOC courses.