论文标题
为什么一些在线教育计划成功？学生认知和成功
Why Are Some Online Educational Programs Successful? Student Cognition and Success
论文作者
论文摘要
大规模开放的在线课程（MOOC）曾经提供可访问性和负担能力的承诺。但是，MOOC通常缺乏专家的反馈和社交互动，并且学生参与度和保留率较低。因此，已经出现了在线教育的替代课程，包括美国一所大型公立大学的计算机科学研究生课程。该计划被认为是成功的，现在有9000多名学生参加了该计划。我们采用认知科学的观点来回答这个问题，为什么只有一些在线教育课程成功？我们在计划中的一门课程中衡量学习者的动机和自我调节，特别是关于人工智能课程（AI）。对学生的调查表明，学生对自我效能感，认知策略的使用以及课程内在价值的自我报告评估不仅相当高，而且在学习过程中通常会增加。该数据表明，在线AI课程可能是成功的，因为学生具有很高的自我效能，并且班级促进了自我调节的学习。
Massive Open Online Courses (MOOCs) once offered the promise of accessibility and affordability. However, MOOCs typically lack expert feedback and social interaction, and have low student engagement and retention. Thus, alternative programs for online education have emerged including an online graduate program in computer science at a major public university in USA. This program is considered a success with over 9000 students now enrolled in the program. We adopt the perspective of cognitive science to answer the question why do only some online educational courses succeed? We measure learner motivation and self-regulation in one course in the program, specifically a course on artificial intelligence (AI). Surveys of students indicate that students self-reported assessments of self-efficacy, cognitive strategy use, and intrinsic value of the course are not only fairly high, but also generally increase over the course of learning. This data suggests that the online AI course might be a success because the students have high self-efficacy and the class fosters self-regulated learning.
