公众认知与态度是网络教育良性发展的重要社会基础,也应是相关决策的重要依据.本研究基于知乎社区2011-2021年间公众问答数据共计25,961条,综合内容分析和情感分析方法考察公众对高校网络教育的认识、需求与态度.研究发现:公众关注的相关问题量近五年显著增长,主要涉及实践方式与要求、文凭价值、概念认知、信息求证和具体经验五个方面;公众对高校网络教育缺乏理性认知,存在网络教育简单易学、好拿证等认识;公众选择网络教育的动机呈现多元化趋势,但仍然以获得学历证书为主;公众对高校网络教育仍存在质疑,大多认为其含金量不如其他继续教育形式.最后,本文提出加强对网络教育的宣传引导、管理与创新并重提升网络教育质量、建立网络教育社会监督反馈机制支持社会共治、拓展继续教育的网络供给等建议.期望本文能够为高校网络教育在"十四五"时期的发展决策提供依据.

2020年上半年,为了切实保障学生在新冠肺炎疫情期间能够正常学习,教育部号召全国开展了史无前例的大规模中小学在线教学实践,引发了公众对在线教学的广泛讨论.本研究以2020年2月1日到2020年4月1日在线教学相关的新浪博客文本为分析对象,利用NVivo工具分析了教师、家长和其他主体(非教师、家长群体)三类人群对在线教学的态度与认知.研究结果表明,三类人群对在线教学效果均持质疑态度,但教师主体对在线教学的技术接受度提升,家长主体对教师的认可度增加.在中小学在线教学情境下,教与学再度整合的有效途径仍有待探索,尤其是学习支持服务的供给.新场景下教师之间、师生之间、教师与家长之间的交往关系都在发生变化,在线教学对观念的变革作用开始显现.因此,后疫情时代应借助疫情期间的实践经验,探索线上线下混合式教育资源供给,建立教师协同研修机制,深入形成家校合作育人新生态,通过体制机制的变革使疫情期间在线教学成果常态化留存并继续发展.

Under the status quo of the high dropout rate in MOOC learning, this paper studies the relationship between mode and content type of forum interaction and the learners’ engagement pattern. Results show that learners who don’t participate in the forum are more likely to give up further study. In the contrast, learners who post or comment tend to maintain their participations in following week, while learners who read the posts silently are likely to watch teaching videos. With regard to what they discuss in the the forum, the results indicate that learners who are involved with knowledge related content are more likely to log in, watch videos and finish chapter quizzes next week. In addition, if the learner only focuses on forum content about social communication or questions about course management, he/she is more likely to give up next week. Therefore, it is of great importance for MOOC organizer to main a good atmosphere in forum and promote high-quality posts.

Under the call of “suspend in-person classes and offer classes remotely” during the pandemic outbreak, self-regulated online learning from home has replaced traditional face-to-face teaching as the main teaching form, and learners' self-regulated learning has also got attention. This study validated the effectiveness of The Motivated Strategies for Learning Questionnaire (MSLQ) applied to Chinese middle school students. Based on this scale, 2955 Chinese junior high school students were surveyed to understand the status quo of their self-regulated learning, taking 150 samples as an example to explore the influence path of learners' self-regulated learning on their blended learning performance. It’s found in this study that Chinese middle school students' self-regulated learning is generally good, and their learning motivation is higher than learning strategies use, but students have slight test anxiety. Except for the test anxiety where no significant difference between male and female exists, males show significantly higher ability than females in other aspects of self-regulated learning. In addition, students in cities with a more advanced comprehensive development level have weaker self-regulated learning than students in cities with a poorer comprehensive development level. Students living in middle-level cities showed more pronounced test anxiety. It is discovered by using Process 3.3 to conduct an intermediate effect that learning motivation can affect learning performance by adjusting learning strategies. Test anxiety can significantly affect learning performance through the use of cognitive strategies and self-regulation strategies. Both self-efficacy and intrinsic value can directly affect learning performance. In addition, both can affect learning performance by affecting self-regulation strategies.

Based on the open dataset of UK Open University, this study chooses students’behavior data of FFF course as the research object, and uses the lag sequential method to analyze the daily behavior patterns (i.e. the combination of activities that students participate in within one day) of all students and students with different achievement levels. Four main fi ndings of the study are as follows: fi rstly, from the perspective of daily behavior pattern, students’learning behavior has a strong stability; secondly, there are great differences in the richness of daily behavior pattern between high-achievement group and low-achievement group; thirdly, social interaction plays an important role in online learners’ learning behavior, but its effectiveness is not guaranteed. Fourthly, there are many "wandering" modes among students with low achievement level. Teachers are advised to design more explicit instructional activities for such students on the platform. The purpose of this study is to fi nd a typical daily behavior model from a new perspective of daily behavior model, so as to provide suggestions for optimizing teachers’teaching design and guidance, and to provide a new entry point for the analysis of online learning behavior.