【作 者】：
张晓蕾， 刘威童， 黄振中
【关 键 词 】：
MOOCs； MOOCs完成率； 学习过程及效果； 学习留存问题
【栏 目】：
网络教育
【中文摘要】：
围绕如何界定MOOCs学习完成率、哪些学习过程变量有效影响/预测学习者学完MOOCs两个问题，文章对近五年发表的相关实证研究进行述评。分析发现，当前研究已逐渐正视MOOCs学习的特殊性，从不同角度对MOOCs完成率进行多元界定，反映出研究者对MOOCs学习过程及实效的重视。尽管诸多研究发现，影响学习者完成MOOCs的因素涉及学习者、学习环境、学习过程交互等多个方面，但这些研究大都侧重对学习者外显行为变量进行描述、观察和归纳，疏于从教与学的角度将学习行为数据与学习效果及思维品质的变化建立联系。研究认为，深入理解MOOCs学习留存问题，应充分考虑在线学习者学习需求和学习过程的复杂性。构建行为数据分析与学习理论延展的联结点，开展基于设计的研究，探索有效增进在线学习者的积极性、知识构建品质和深度理解水平的学习设计方案，或是未来的方向。
【英文摘要】：
As for how to define the completion rate of MOOCs learning and which learning variables affect/predict learners' completion of MOOCs effectively, this paper reviews the relevant empirical studies
published in the past five years. The results show that the current research has gradually paid attention to the particularity of MOOCs learning, and defined the completion rate of MOOCs from different perspectives, reflecting that researchers attach importance to the learning process and effectiveness of MOOCs. Although many studies have found that factors affecting learners' completion of MOOCs involve learners, learning environment, learning process interaction and other aspects, but most of those studies focus on the description, observation and generalization of learners' overt behavior variables, and neglect to establish a connection between learning behavior data and changes in learning effect and thinking quality from the perspective of teaching and learning. This study suggests that in order to understand the remaining problems of MOOCs learning, it is necessary to think over the learning needs and the complexity of the learning process of online learners. In the future, it is hoped to build a link between behavioral data analysis and the extension of learning theories, to carry out the design-based research, and explore learning design schemes that can effectively enhance the initiative of online learners, the quality of knowledge construction and the level of deep understanding.