【摘要】 目前农林类专业MOOC不仅注册学员数较少,而且仍以在校学生为主,因而精心制作的教学资源既得不到充分利用,在校学生也缺少有效途径了解产业发展现状,且与社会农林领域从业人员和业余爱好者对相关专业知识有着迫切需求相矛盾。为解决上述问题,以蔬菜栽培学为例,在充分调查社会学员需求的基础上,对原来为在校学生收集制作的教学资源进行分类、调整和补充,并针对不同类型学员与教学资源进行模块化设计。调查结果表明,教学资源重组在有效提高社会学员在线学习成绩和课程满意度的同时,还显著提升了在校学生在线讨论的参与度。这也表明,农林专业MOOC可通过教学资源重组有效吸引社会学员;而不同教学对象之间的互动可以达到相互补充、取长补短、提升所有教学对象学习体验和学习效果的目的,从而提升整个课程的教学质量。更多还原

【Abstract】 Currently, the number of registered students of agricultural MOOCs is limited, which results in insufficient use of these elaborate teaching resources. In addition, the registered students of agricultural MOOCs are mostly college students, who are in lack of appropriate channels to know the current status of vegetable industry. On the other hand, Social practitioners and amateurs always have an urgent need for the professional knowledge. To solve the above problems, taking for example the course of Vegetable Cultivation, the teaching materials collected for school students were classified, readjusted, supplemented and modularized for different types of students based on a full investigation of the needs of the public. The statistical results showed that the above reorganization of teaching resources not only effectively increased social students’ online learning performance and satisfaction, but also significantly improved students’ participation in online discussion. It is concluded that agricultural MOOCs can attract more students by resource reorganization, and the interaction between different student groups is beneficial drawing on each other’s strengths and improving the learning experience and effect of all students so as to enhance the teaching quality of the whole course.更多还原