【作 者】：
胡丹妮， 章梦瑶， 郑勤华
【关 键 词 】：
在线学习； 学习行为分析； 滞后序列分析法； 学习路径可视化； Gephi
【栏 目】：
网络教育
【中文摘要】：
研究从学习分析视角出发，以365大学平台《<资治通鉴>导读》2015年某班次学习者为研究对象，采用滞后序列分析法，探究了观看视频和完成作业两种学习活动的发生顺序所揭示的行为逻辑。首先，对每一课程章节学习中的四个关键时间节点进行编码，并生成学习路径图；其次，通过Gephi将分析结果可视化。研究结果表明，在学习过程中，学习者观看课程视频热情较低，且课程章节间、章节内的学习回溯行为较少。基于此，研究对于致使学习者出现积极、消极学习行为的原因进行了讨论，并根据学习者对外部资源和知识构建的需求，为教学资源、活动的设计，课程及平台功能的设计与开发以及自适应学习路径规划应用提供合理建议。
【英文摘要】：
From the perspective of learning analysis, this study took the learners who participated in Introduction to History as a Mirror in 2015 on the 365 University platform as the research object, and used the lag sequence analysis method to explore the behavioral logic revealed by the sequence of watching video and completing assignments. First, four key time nodes in each chapter are coded and the learning path diagram is generated. Second, the analysis results are visualized through Gephi. The research results show that during the learning process, learners are less enthusiastic about watching the course video, and learners' backtracking behaviors between and within the course chapter are fewer. Then，this paper discusses the reasons for learners' positive and negative learning behaviors, and according to learners' needs for external resources and knowledge construction, provides reasonable suggestions for the design and development of teaching resources, activities, curriculum and platform functions, and the application of adaptive learning path planning as well.