Research On Intervention Strategies To Improve Online Participation Of MOOC Learners

With the rapid development of information technology,"Internet + education" has become a new trend in our country’s information education.Massive Open Online Courses(MOOC)are attracting more and more students with their rich learning resources and open communication between teachers and students,which have received extensive attention from researchers and front-line educators.Although MOOC has many advantages,it faces a series of problems in the actual practice process,and the learning effect and quality are not ideal.Online learning participation is a necessary condition for the occurrence of MOOC learning.The level of online learning participation significantly marks the effectiveness of MOOC learning,and it is also an important link to realize MOOC’s transition from summative evaluation to procedural evaluation.In order to design scientific and reasonable learning intervention strategies to solve the low-level and passive participation phenomena in MOOC courses,thereby improving the online participation of MOOC learners,the following aspects were carried out.First,through the interview method,it is found that MOOC learning has problems of irregular learning,single learning activities,and poor learning effects,and initially summarizes 18 variables that affect MOOC learners’ online participation.Then use the questionnaire survey method to further conclude that the level of behavioral participation and emotional participation in MOOC learning is higher,and the level of cognitive participation is lower.With the help of correlation analysis and multiple regression analysis,it is finally determined that there are 6 key influencing factors,including "curriculum structure".","Model Demonstration","Peer Answering","SelfReflection","Learning Guidance","Familiar with the Assessment Rules".Second,based on the results of the questionnaire survey and the principles of MOOC learning participation,6 learning intervention strategies in 3 dimensions were proposed from the teaching assistant’s perspective,and the basis for each strategy and specific guidance measures are proposed:(1)Familiar with the curriculum arrangement to help prepare for learning;(2)Clarify the curriculum structure and construct learning meaning;(3)Organize peer interaction to promote peer support;(4)Provide learning guidance to eliminate learning obstacles;(5)Set a learning example and trigger external driving forces;(6)Encourage self-reflection to improving metacognitive ability.Third,the above-mentioned learning intervention strategies were transformed into intervention activities and put into teaching practice,and its effectiveness was verified by quasi-experimental research.With the help of the TREENITY,a controlled experiment was carried out with undergraduates from a normal university participating in a certain online general elective course as experimental subjects.The results of the experiment were evaluated by a combination of quantitative and qualitative methods.The results showed that the learning intervention strategy effectively promoted the online learning of learners.Participation has significantly improved the learners’ academic performance and higher learning satisfaction.Finally,it reflected on the related problems that occurred during the implementation of the strategy,and believed that teachers should also pay attention to cultivating learners’ ability of discovering problems,regularly check reflection reports,timely feedback on learning progress,and pay close attention to emotional experience when intervening.