摘要
探究学生线上学习行为,可以为改进教学实践和提升教学效果提供理论支撑。文章以SPOC平台某课程学生线上学习行为数据为基础,采用K均值聚类法将学生线上学习行为分为积极主动型、消极应付型、配合型和打卡型4种类型,不同学习行为的学生在各个指标上的差异具有统计学意义。学生在该课程上的学习行为总体良好,以配合型(56.06%)为主,积极主动型和打卡型(各占18.18%)居中,消极应付型(7.58%)最少。将线上学习任务分为浏览型任务(观看视频次数及时长)和参与型任务(讨论、阶段测验得分及作业得分),聚类结果显示参与型任务完成情况下的学习行为较好、期末考试成绩较高。教师在进行线上教学设计时应重视参与型任务的安排,以提升教学效果。
Exploring students'online learning behavior can provide theoretical support for improving teaching practice and enhancing teaching effectiveness.The K-means clustering method based on the online learning behavior data of students in a certain course on the SPOC platform is used to divide students'online learning behavior into four types:proactive,passive coping,cooperative,and minimal-engagement.The results show statistically significant differences in various indicators among students with different learning behaviors.Overall,students'learning behaviors in this course are good,with the majority being cooperative(56.06%),followed by proactive and minimal-engagement types(each accounting for 18.18%),and the smallest group being passive(7.58%).The online learning tasks are divided into browsing tasks(video viewing frequency and duration)and participatory tasks(discussion,stage test scores,and homework scores).The online learning tasks are divided into browsing tasks(number of video views and viewing duration)and participation tasks(discussion,quiz scores,and assignment scores).The clustering results indicate that students who perform better in participation tasks tend to achieve higher final exam scores.Therefore,teachers should prioritize the arrangement of participation tasks in their online teaching designs to enhance educational effectiveness.
作者
黄敏镁
HUANG Minmei(School of Politics and Public Administration,South China Normal University,Guangzhou,Guangdong 510006)
出处
《科教导刊》
2025年第2期104-107,共4页
The Guide Of Science & Education
基金
华南师范大学2020年校级“质量工程”建设项目“课程思政背景下《项目管理》线上线下混合教学改革实践探索”
2021年校级“质量工程”建设项目“管理决策模拟综合实验教学中心”。
