Research On The Influential Factors Of Middle School Teachers Working On MOOCs Under A Socio-technical Perspective Illustrated By The Case Of Shanghai Foreign Language School

With education informationization,MOOCs have the potential of further development and being integrated into fundamental education,which has been widely recognized by a number of experts.Therefore,it is quite urgent to further explore the integration of MOOCs and fundamental education.As the main participant of MOOC,the actions and attitudes taken by teachers in the course of MOOC have an important influence on the effect of MOOC.This research adopts a qualitative research method,taking the Shanghai Foreign Language School(SFLS)which is in close cooperation with the MOOC team of Shanghai International Studies University as an example.The essay firstly reviewed the current status of related research on MOOCs in primary and secondary schools,and then combined the results of participatory observations on four MOOC projects with the Socio-Technical Interaction Network(STIN)analysis framework to derive a preliminary model of relationships on impact.Based on the semi-structured interviews with 17 teachers who participated in these MOOC projects,combined with a series of script analysis during the MOOC development,the essay verified and modified the model and made an interpretation of the influence relationships within the model.The research has found that middle school teachers are affected by various influential factors from schools,MOOC teams,MOOC platforms,and teacher groups including themselves.Teachers have low autonomy in participating in MOOCs and tend to regard MOOC development as a routine job.Based on it,there are two expectations from teachers for MOOC projects.One is that the workflow is simple and efficient,and the other is that MOOC courses they developed are of high quality.The value of MOOCs to middle school teachers is mostly shown as the added value that may exist after the work is completed.And some middle school teachers have many worries about the use of MOOCs.This research focuses on an individual case,unearths the factors that influence the development and utilization of MOOCs by middle school teachers,provides effective support for the MOOC construction with middle school teachers,targeted suggestions for teacher training in the information age,along with a theoretical basis that guides the technology-led teaching reform.