英文摘要
Knowledge production and evolution： online course representation and evolution in the Internet age
Hang Lu and Li Chen
Learners of the Internet age learn in groups. In the era of “Internet+”， the concept of a course has been transformed. The course not only assumes the function of knowledge dissemination， but also has the attributes of knowledge production， relationship network and community. This study proposed a quantified model of knowledge production and evolution in online courses with its theoretical underpinning from connectivism. It then applied this model to a cMOOC， investigating the representation of knowledge production attributes such as knowledge production graph， knowledge producer roles， knowledge production， and de-authoritative coupling. Findings from the study show that in the Internet age the curriculum is essentially a knowledge production network and an innovative system wherein the learner is also a knowledge producer. It is also found that the learner's constant evolution as a node of the network results in the enhancement of knowledge production efficiency of the system. Implications for course design are then discussed.
Keywords： Internet Plus; online learning; MOOC; course; learning theory; knowledge evolution; connectivism; guiding and intervention effect; de-authoritative coupling; evolutionary analysis
The effect of clue types on learning performance in the environment of digital learning resources
Hongyan Wang， Zhongling Pi， Xiuli Huang， and Weiping Hu
This study compared the effects of four types of clue on learners cognitive load， visual attention， and learning performance by using eye-tracking technology and questionnaires. The four kinds of clues used were non-clues， visual clues， question clues， visual and question clues. Findings from the study show that visual clues could lead to a shortening of the time it took to select key or core information in the material but did not affect cognitive load or learning performance. It is also found that the question clues had a more prominent influence on learning performance， which was manifest in three aspects： reducing the level of the cognitive load， prompting the learners to concentrate on organizing and integrating the key information of the learning material， and increasing learning performance on the transfer test and final test. Based on the findings， it is suggested that instructors should design question clues relating to the key or core information of the learning material， which， in turn， may lead to an improvement in the effectiveness and efficiency of multimedia learning.
Keywords： online learning; digital learning resource; clue; visual clue; question clue; cognitive load; eye movement; test performance
Open and distance education in South Africa in a digital age
Paul Prinsloo
It is impossible to consider the current state of online distance education in South Africa without considering the continuing inter-generational legacy of colonialism and apartheid on South African society and in particular on education. While no one would question the affordances of technology and the potential of technology to assist in alleviating these inter-generational inequalities， evidence from the Global South suggests that online education could increase inequality and that the dividends of the digital era would be unevenly spread. This article maps the evolution of online distance teaching from the founding of the University of South Africa （Unisa） in 1873 to the acceptance of a White Paper mapping not only the role of education in a post-apartheid South Africa， but also presenting important considerations for expanded access， improved quality and increased diversity of provision， including online distance learning. Of paramount interest in the context of South Africa is that the policy does not refer to online as an essential part of distance education provision， but rather one of the options. The article illustrates that online technologies are still used to support learning and provide resources rather than being a mainstream mode of delivery for formal public and private post-school education.
Keywords： context; distance education; online; post-1994;South Africa
The influence of tutoring style on PBL performance in ill-structured problem domain： an epistemic network analysis approach
Bian Wu and Fengfeng Du
Summative assessment is often used to evaluate student performance in problem-based learning （PBL）， overlooking the assessment of PBL process. Nevertheless， learning process is key to understanding the development of learners disciplinary thinking in the ill-structured problem domain. It remains a challenge to model disciplinary competence by analyzing PBL discourse and to identify teachers roles in this process. Situated in the context of Traditional Chinese Medicine （TCM）， this study employed an epistemic network analysis to model student TCM disciplinary thinking and tutoring styles. Findings from the study reveal that the empowering style of tutoring is more effective in encouraging social construction of knowledge and disciplinary thinking development than the directive style. The study also suggests that this novel qualitative data analysis approach has potential in modeling disciplinary thinking competence within social learning context.
Keywords： ill-structured problem solving; problem-based learning; epistemic network analysis; tutoring style; traditional Chinese medicine; knowledge construction; disciplinary thinking; social learning
Perceived value， cognitive process and behavioral intention： a configuration analysis of MOOC Learning
Baojian Zhang， Xiaokong Zhang， Bo Pei and Guoqiang Sun
This study set out to analyze the influence factors of learning behavior in MOOCs with the aim to provide valuable suggestions for attracting potential learners and improving learners learning experience and learning performance. Based on Theory of Planned Behavior （TBP） and Technology Acceptance Model （TAM）， it developed a relational model of perceived value， cognitive process and behavioral intention. Qualitative Compared Analysis （QCA） was used to analyze the interaction between variables， study the path configuration for enhancing learning motivation， and identify key elements. It is found that there are six paths in the formation of learning behavior. Among them， subjective norm， self-management， perceived behavioral control and learning resources are the key factors that influence the learning behavior of MOOC learners. Findings from this study are of great significance to promoting the intrinsic mechanism of MOOC learning motivation and the construction of MOOC platform.
Keywords： perceived value; cognitive process; behavioral intention; Theory of Planned Behavior; Technology Acceptance Model; learning motivation， configuration analysis
（英文目次、摘要譯者：肖俊洪）
