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首页> 外文期刊>Journal of Education and Practice >Analysis of Learning Behavior and Pattern of Online Learners on a MOOC Platform
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Analysis of Learning Behavior and Pattern of Online Learners on a MOOC Platform

机译：MOOC平台上在线学习者学习行为和模式分析

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摘要

Understanding a learner in an online environment can ensure success of an online course. The present study determines learning behavior and learning pattern among learners on the MOOC platform established for running an online course offered at ICAR-National Academy of Agricultural Research Management (NAARM), Hyderabad, India. The demographic description and significant difference between learning patterns of the learners on MOOC according to their subject domain were analyzed by using Moodle LMS (Learning Management System). The learner group was found to comprise in majority as males or doctorate degree holders, and of agriculture domain. Most of the learners were found to be passive who were frequently engaging in the course in terms of learning behavior which indicates their way of participating in the course. Majority of the learners had moderate interest and seriousness to learn the subject. With regard to course participation which is measured in Course log-in patterns, learners with subject domains like Engineering and Agribusiness Management and Agriculture and Veterinary streams had similarity in course participation. Among the weekly participation, there was a significant increase in course participation towards course ending irrespective of subject domains which indicates the participants’ urge to complete the course for certification. The key observations found through study can be of paramount importance in designing a successful MOOC with better completion rates.
机译：了解在线环境中的学习者可以确保在线课程的成功。本研究确定了在印度伊卡尔市农业科学院（NaArm），海德拉巴省的伊索兰 - 国家农业科学院提供的在线课程的MOOC平台上的学习者学习行为和学习模式。通过使用Moodle LMS（学习管理系统）分析根据其主题域的MOOC学习者学习模式之间的人口统计学描述和显着差异。学习者集团被发现占Males或博士学位持有人和农业领域的多数。大多数学习者被发现是被动在学习行为方面经常从事课程，这表明他们参与课程的方式。学习者的大多数人有适度的兴趣和严重来学习这个主题。关于当课程参与当然是登录模式，具有工程和农业管理和农业等主题领域的学习者在课程参与时具有相似性。在每周参与中，与课程结束的课程参与，无论参与者敦促何种课程才能完成认证的课程，都会发生重大增加。通过研究发现的关键观察可能对设计成功的MOOC具有更好的完成速率至关重要。

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