A Study Of Teaching Interaction In Discussion Forum Of Massive Open Online Courses

Since entering the era of education informatization,information technology has been gradually integrated into the field of higher education,and traditional education methods have changed a lot.The emergence of Massive Open Online Courses(MOOCs)has brought revolutionary changes to online education.As a new and unique form of online learning,MOOCs is free,open,large-scale and autonomous,it breaks the constraints of time and place and can accommodate thousands of learners,providing the full depth and breadth of access to quality higher education for learners around the world.Learning is a socially constructed activity,and students need to interact with others,Therefore,teaching and learning interactions in online courses are also gaining attention from researchers.At present,domestic and foreign research on teaching interaction in online courses has achieved certain results,but most of them are discussed for distance education and real-time interaction,and there is a lack of special research on the special asynchronous interaction mode of the discussion forum in MOOCs.With the rapid development of online education,it is necessary to analyze the teaching and learning interaction deeply in MOOCs with a large number of learners.The current research on pedagogical interaction in online courses is mainly based on a technologic perspective by domestic and foreign scholars.However,no matter what form of teaching is ultimately education,research on distance education interaction must return to a pedagogical perspective.Education is an activity of cultivating people.Therefore,the study of interaction behavior in teaching from the perspective of pedagogy should focus on the interaction between people,including student-student interaction and teacher-student interaction.This study takes four courses of different categories in MOOC of Chinese university as examples.The scope of the study is the interactive data directly available in the discussion forum of these four courses.And defines teaching interaction as "student-student interaction and teacher-student interaction in the discussion forum of courses".Under the guidance of online collaborative learning theory and teaching interaction stratification theory,collect interaction data and textual contents of four course discussion forums at different opening stages with research methods such as the literature method,content analysis,comparative analysis and case study etc.In order to analyze visually the interaction behavior,interaction content and interaction quality of the discussion forums,and analyze the correlation between them with the help of SPSS25.0.To have a systematic study and clear understanding of the current status of teaching interaction in discussion forums of Chinese Massive Open Online Courses,then finding the existing problems,so as to propose targeted strategies for improving teaching interaction in Massive Open Online Courses.In order to create a discussion-friendly learning environment for learners and provide teachers with practical suggestions for student-teacher interaction.To improve the quality of teaching and learning and thus promote the development of Massive Open Online Courses in the field of higher education.Through the analysis,it is found that the main problems in the discussion forum of MOOCs are low overall participation of teachers and students,single theme and form of interaction,lack of emotional interaction,and overall low quality of interaction.Combining the results of the empirical analysis of this study and related literature,the main reasons for the above problems are considered to be: lack of incentive mechanism for teachers and lack of professional teacher teams;lack of intrinsic learning motivation of learners,lack of process guidance,and lack of concise and clear questioning methods;weight of course grading criteria rather than quality;and improper platform management and blurred board functions.Suggestions are made from three aspects: first,the teaching team of the curtain class is enriched to enhance teachers' interactive participation in teaching.We employ graduate students as teaching assistants to enrich the teaching team of curtain classes;stimulate teachers' enthusiasm for participation and strengthen teachers' process guidance on curtain class teaching.Second,improve students' information literacy and motivate them to actively teach and interact.Strengthen learners' information literacy and stimulate intrinsic learning motivation;encourage learners to actively participate and improve questioning styles.Third,innovate the content of interaction and enrich the form of interaction.Promote the reform and innovation of teaching contents;increase the emotional interaction between teachers and students;support various forms of interactive expressions.Fourth,optimize the board settings and improve the functional design.Clearly delineate the function of each existing area;create additional functional areas.Fifth,develop interactive evaluation standards to improve the quality of interaction.Develop scientific and effective process evaluation criteria;focus on the dual evaluation of post content and quality.