Analysis And Design Of Lead - Oriented Online Learning Activity

Online learning has become an important way of learning, and has attracted great attention in the worldwide. In recent years, online education platform based on Moodle, Blackboard as the representatives has been widely applied. In addition, the massive open online courses led by Coursera, Udacity and edX are also sweeping the world. However, fast-paced development of online education is to bring the unrest, for the reason that the quality of online education has been unequal to its rapid growth rate trend. Online education needs learners to have higher self-regulated learning ability; however, the lack of this ability is an indisputable fact. Blind attention paid to self-regulated learning may be a problem, and the psychological issues such as loneliness, helplessness and anxiety arising in the process of students’ online learning should be paid more attention. To solve these problems, more and more attention is paid to online learning activities and online teacher’s role. So how online learning activities should be organized by online teachers to make learners to achieve the desired teaching goals is very important? This is what this paper about. In this paper, using online learning platform Moodle to build an online learning environment and referring to Instructor-led online learning theory, the writer creatively put forward design of Instructor-led online learning activities hoping to provide some reference for solving the current problem of online education quality.At the beginning, the writer uses literature analysis method to analyze domestic and foreign articles about Instructor-led online learning in the expectation of extracting its basic features. The writer found that adequate learning readiness, limited freedom, emphasizing the development of the ability to apply knowledge, online teachers’full participation in learning activities, real-time monitoring in the learning process and timely feedback are the most basic features of Instructor-led online learning. Next, basing on theories of activity, Bloom’s taxonomy of educational objectives, social constructivism, Salmon model of online learning activities and combining with the features of Instructor-led online learning, the writer constructs the model of Instructor-led online learning, In the process of constructing this model, our idea is to deduce new model from the classical theory model, complying with the basic principles of logic model formation. Then, the writer takes one of the2011educational technology major’s core courses-"Instructional System Design" for example. Basing on the model of Instructor-led online learning, the writer designed and developed all ten online parts of the course in the expectation of verifying the effectiveness of the model.Based on this, and rely on the current more popular Moodle online learning platform for development work instructor-led and online courses. In the early course of the study, we found that the leading role of platform functionality and teachers are fundamental factors that directly affect the effectiveness of online learners, so the process of building our curriculum emphasizes perfect platform functionality, such as online courses for Moodle interface re-layout, through effective plug-functional platform to perfect. Through effective plug-functional platform to perfect; addition, we have a level of activity through the design, reasonable time control, high-quality online communication topics, teachers timely feedback means organizations-led online learning activities. Thus in many ways, online learning for learners to provide a good learning environment and online support. In the course of ongoing courses through feedback on learning curriculum resources, activities, tools, etc., the author of the course make the appropriate changes, as well as the constructed model has been modified and improved.The author tested by studying the behavior of learners, metacognition and learning attitude change to illustrate the effectiveness of the model of Instructor-led online learning activity. The learning behavior, mainly from Moodle behavioral data and the author’s own embedded Baidu statistical data analysis, social network analysis, Baidu statistical analysis of web traffic indicators, Moodle Learner behavioral indicators,the results showed improved motivation to learn. In learning attitude, the main questionnaire before and after mean significant difference test and interview, the information we get is that learners participate in activities before and after the learning attitude was a significant difference, but the latter is more proactive attitude towards learning; Metacognitive abilities, the author uses the online questionnaire and learners text analysis, the final results showed significant differences before and after participating in the course learners exist, and can be seen through text analysis metacognitive ability to maintain a high level. From this point of view the three aspects, not only to explain the model of Instructor-led online learning activity has good validity, but can also be seen that the learners get better learning outcomes.