【作 者】：
单迎杰， 傅钢善， 王一冰， 王改花
【关 键 词 】：
慕课； 大规模在线开放课程； 学习体验； 情感体验； 反思文本
【栏 目】：
网络教育
【中文摘要】：
慕课作为具有较强体验性特征的教育产品，在为广大学习者提供在线学习机会和优质资源的同时，也带来了独特的情感体验。通过对一门教师教育类慕课前、中、后期与情感体验表达有关的724条学习者反思文本的质性分析，确定了25种积极和消极情感体验，体现了慕课学习情感体验的特有状态，其中，较为常见的有满意、激励、期待、不满、警觉、充实、感兴趣、轻松、高兴、喜欢。从整体情感倾向来看，绝大多数情感体验是积极的，满意、激励与期待三种主要情感体验约占总体的80%，情感体验积极且集中。从课程阶段来看，三个阶段均以积极情感体验为主，前期情感体验表达最为丰富且种类多样，中期的消极情感体验最多。从情感体验指向对象来看，七成指向学习内容，两成指向学习者自身，而指向慕课学习形式、课程资源、学习活动和教师的情感体验相对较少。
【英文摘要】：
As an educational product with strong experiential characteristics, MOOC brings unique emotional experiences while providing online learning opportunities and high-quality resources for themajority of learners. Through a qualitative analysis of 724 learner reflective texts related to the expression of emotional experiences before, during and after a teacher education MOOC, 25 positive and negative emotional experiences are identified, reflecting the unique state of emotional experiences in MOOC learning. Among them, the more common ones are satisfaction, incentive, expectation, dissatisfaction, alertness, enrichment, interest, ease, delight, and liking. In terms of the overall emotional tendency, most of the emotional experience are positive, with satisfaction, incentive and expectation accounting for about 80%. The emotional experience is positive and focused. In terms of the stage of the course, all three stages are dominated by positive emotional experiences, with the most abundant and varied expressions of emotional experiences in the early stage and the most negative emotional experiences in the middle stage. In terms of the object of emotional experience, 70% point to the learning content, 20% to the learners themselves, and relatively few to MOOC learning formats, course resources, learning activities and teachers.