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
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.