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A Study of Learning Effects in MOOC: An Example of Ideological and Political Education Courses in China

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Advances in Intelligent, Interactive Systems and Applications (IISA 2018)

Part of the book series: Advances in Intelligent Systems and Computing ((AISC,volume 885))

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Abstract

This paper analyzes the learning effects in MOOC for different kinds of students based on the constructivist learning theory. A comparison experiment is made between classified students and unclassified students in the paper. The results show that by applying different teaching designs to the classified students, the learning effects of classified students in MOOC are significantly improved. Finally, some suggestions are proposed to strengthen students’ learning effects in MOOC.

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Acknowledgement

This research was supported by the Fundamental Research Funds for the Central Universities of China (No. 18SZYB07) and Caijingtong Education Industry-University Cooperative Education Project of Ministry of Education of China (No. 201801091012).

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Authors and Affiliations

  1. School of Marxism, Northwestern Polytechnical University, Xi’an, China

    Tingting Duan

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  1. Tingting Duan
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Correspondence to Tingting Duan .

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Editors and Affiliations

  1. Department de Ciències de la Computació, Universitat Politècnica de Catalunya, Barcelona, Spain

    Fatos Xhafa

  2. Department of Computer Science and Engineering, Faculty of Engineering and Technology, SOA University, Bhubaneswar, Odisha, India

    Srikanta Patnaik

  3. Department of Business Systems and Analytics, La Salle University, Philadelphia, PA, USA

    Madjid Tavana

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Duan, T. (2019). A Study of Learning Effects in MOOC: An Example of Ideological and Political Education Courses in China. In: Xhafa, F., Patnaik, S., Tavana, M. (eds) Advances in Intelligent, Interactive Systems and Applications. IISA 2018. Advances in Intelligent Systems and Computing, vol 885. Springer, Cham. https://doi.org/10.1007/978-3-030-02804-6_80

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