An Empirical Study On The Influencing Factors Of Learner's Knowledge Sharing In MOOC Learning Space

MOOC,as a new online learning mode,has swept the global educational circles rapidly,set off a change of learning style,and injects fresh blood into traditional education.However,the current situation of MOOC is not optimistic.There are some problems in the learning space,such as low activity,lack of depth of discussion,deviation from the theme,single form of interaction,which limit the sharing knowledge and construction of learners' and restrict the sustainable development of knowledge sharing in MOOC learning space.As the learning subject of MOOC platform,it is an urgent problem for learners to active participate in knowledge sharing activities.At the same time,how to promote knowledge sharing among learners plays an important role in the healthy and sustainable development of MOOC.Therefore,this study takes some learners in the MOOC platform of China University as the research object,and explores the influencing factors and effect relations of learners' knowledge sharing in MOOC learning space through empirical research,in order to promote the occurrence of knowledge sharing behavior.First of all,this study explains the background and significance of the study of learners' knowledge sharing in MOOC learning space,defines MOOC,knowledge sharing,and the knowledge sharing in MOOC,and sorts out the relevant research status at home and abroad.Secondly,based on the relevant theoretical basis and the existing literature review,combined with the interviews with learners,from the five dimensions of learners,facilitators,knowledge,technological environment and cultural environment,this paper preliminarily determines the 13 influencing factors of learners' knowledge sharing in MOOC learning space,including: results expectations,self-efficacy,attitude,the ability of knowledge sharing,the participation of facilitators,the design of teaching activities,the usefulness of perceived knowledge,the characteristics of knowledge,the ease of use of perceived technology,platform function,trust,incentive system,evaluation system.The relationship between the influencing factors are assumed,and then the theoretical model of the influencing factors of knowledge sharing of students in MOOC learning space is constructed.Then,according to the research hypothesis,referring to the relevant mature scales at home and abroad,a questionnaire was designed to investigate the influencing factors of learners' knowledge sharing in MOOC learning space.Learners' from two courses of MOOC platform of China University,English Teaching And The Internet and How To Do Maker Education,were selected as the research objects.Data were collected from questionnaire survey normals,and470 valid questionnaires were analyzed by SPSS.Amos software is used to test the model in multiple rounds,such as confirmatory factor analysis,fitness analysis,path analysis and intermediary effect evaluation.Finally,the influencing factor model of learners' knowledge sharing in MOOC learning space is established.And then,we comes to the conclusions of this paper:(1)the factors that directly and positively affect the knowledge sharing of learners include the participation of facilitators,results expectations,the ability of knowledge sharing,attitude,the characteristics of knowledge,trust,self-efficacy,incentive system and the design of teaching activities.(2)Among them,the participation of facilitators has the most direct effect on the learners' knowledge sharing behavior,followed by the result expectations,the ability of knowledge sharing,etc.(3)The total effect of self-efficacy on learners' knowledge sharing behavior is the greatest,followed by the participation of facilitators.(4)Self-efficacy not only has a direct positive effect on knowledge sharing behavior,but also can have an indirect positive effect on knowledge sharing behavior through the intermediary variable result expectations.(5)Similarly,trust not only has a direct positive effect on knowledge sharing behavior,but also has an indirect positive effect on knowledge sharing behavior through the intermediary variable attitude.(6)The usefulness of perceived knowledge and the ease of use of perceived technology have indirect positive effects on knowledge sharing behavior through the intermediary variable attitude.Finally,combined with the factors that affect the knowledge sharing of learners in MOOC learning space,this paper proposes effective strategies to stimulate learners to participate in knowledge sharing activities.The strategies proposed from the perspective of learners mainly include: Strengthen learners' results expectations and enhance learners' motivation to actively participate in knowledge sharing;Improve learners' self-efficacy in knowledge sharing;Correct the attitude of knowledge sharing of learners and strengthen the expectation of reciprocity;Improve their ability of knowledge sharing and narrow the knowledge gap between learners.The strategies proposed from the perspective of facilitators mainly include: Give full play to the guiding role of facilitators and encourage hidden and non-active participants to actively participate in the course;Integrate the concept of gamification and set up problem or practice-oriented curriculum design.The strategies proposed from the perspective of knowledge mainly include: Strengthen the audit of knowledge release and improve the quality of shared knowledge;Understand the individual knowledge needs of learners and enrich the forms of knowledge sharing.The strategies proposed from the perspective of technological environment mainly include: Integrated collaborative communication technology;Build knowledge management system and knowledge map.The strategies proposed from the perspective ofcultural environment mainly include: Create a knowledge sharing atmosphere of trust;Rational use of material incentives and spiritual incentives.