学习不是一项观赏性的运动:从MOOC上学习,做比看更好

K. Koedinger, Ji Hee Kim, J. Z. Jia, Elizabeth Mclaughlin, Norman L. Bier
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引用次数: 231

摘要

很久以前的印刷机和今天的计算机使人们广泛获取信息成为可能。然而,学习理论家认为,单纯的信息是一种糟糕的学习方式。相反,更有效的学习来自于实践。虽然当今mooc最受欢迎的元素是视频讲座,但许多mooc还包括互动活动,让人们可以边做边学。本文探讨了在mooc中使用信息资产(如视频和文本)与互动活动提供的实践学习机会相比的学习效益。我们发现,做更多活动的学生比看更多视频或阅读更多页面的学生学得更多。我们估计,额外行动(增加1个标准差)的学习效益是额外观看或阅读的六倍以上。我们的数据来自心理学MOOC,在性质上是相关的,但是我们使用因果推理机制来支持我们发现的关联是因果关系的说法。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Learning is Not a Spectator Sport: Doing is Better than Watching for Learning from a MOOC
The printing press long ago and the computer today have made widespread access to information possible. Learning theorists have suggested, however, that mere information is a poor way to learn. Instead, more effective learning comes through doing. While the most popularized element of today's MOOCs are the video lectures, many MOOCs also include interactive activities that can afford learning by doing. This paper explores the learning benefits of the use of informational assets (e.g., videos and text) in MOOCs, versus the learning by doing opportunities that interactive activities provide. We find that students doing more activities learn more than students watching more videos or reading more pages. We estimate the learning benefit from extra doing (1 SD increase) to be more than six times that of extra watching or reading. Our data, from a psychology MOOC, is correlational in character, however we employ causal inference mechanisms to lend support for the claim that the associations we find are causal.
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