Research On The Influencing Factors And Promotion Strategies Of MOOC Learning Transfer For Primary And Secondary School Teacher

The construction of national MOOCs for teachers’ teaching ability improvement has provided a new way for primary and secondary school teachers to improve their professional ability online,and more and more teachers have participated in MOOCs through various ways such as self-selected learning or unit organization.However,the knowledge and skills teachers learn in MOOCs have not been effectively applied in practice.In the context of more and more primary and secondary school teachers carrying out professional development based on MOOC,it is of positive significance to explore the influencing factors of teachers’ MOOC learning migration and explore the solution measures to improve the effectiveness of teachers’ professional development,as well as to provide reference and reference for other types of MOOC to improve teaching effectiveness.This study was conducted through literature research to grasp the current status of research on MOOC learning transfer for primary and secondary school teachers and to sort out the highlights and shortcomings of existing research.Fifty-five primary and secondary school teachers of the first 10 issues of the MOOC "Teaching Applications of Thinking Maps" were used as the research subjects,and an interview outline was prepared.According to the rooting theory,the interview data were coded at three levels using Nvivo qualitative analysis software to sort out the analysis framework of the influencing factors of MOOC learning migration among primary and secondary school teachers.Further,a questionnaire survey was conducted on 242 primary and secondary school teachers in the first 10 sessions of the MOOC "Teaching Applications of Thinking Maps",and the questionnaire data were statistically analyzed by SPSS software to further verify the degree of influence of the main influencing factors mentioned in the interviews on the MOOC learning migration of primary and secondary school teachers.The results of the empirical analysis were that teachers’ motivation for learning transfer in the dimension of their own characteristics was the key personal factor influencing the effect of MOOC learning transfer for primary and secondary school teachers.Self-efficacy and self-constructive power affect the MOOC learning transfer effect of primary and secondary school teachers to a certain extent.However,MOOC learning motivation and personality traits do not have significant effects on teachers’ MOOC learning transfer effects.The organizational environment dimensions of working conditions and learning migration climate all had positive and significant effects on the MOOC learning migration effect of primary and secondary school teachers,with working conditions having the greatest effect.Organizational policy and principal’s attention and support did not have an effect.Students’ learning attitudes and cognitive outcomes in the student learning outcomes dimension both had positive and significant effects on teachers’ MOOC learning transfer effects,with students’ learning attitudes having the greatest effect.Combined with the analysis of empirical research findings,this study specifically explores strategies to enhance the effect of MOOC learning migration of primary and secondary school teachers from the perspectives of teachers’ own characteristics,organizational environment,student learning outcomes and influencing factors of MOOC course design: improving the analysis of teachers’ own characteristics,strengthening teachers’ motivation for MOOC learning migration through multiple channels;attaching importance to organizational environment factors to create teachers’ MOOC learning migration We also focus on the use of MOOC learning students’ results and teaching each other.In this way,we can lay the foundation for the study of MOOC learning transfer of primary and secondary school teachers.