Abstract
Massive Open Online Course (MOOC) is a new online education model that provides new opportunities and challenges for the development and reform of teaching in colleges and universities. This paper first builds a MOOC-based model of influencing factors of blended learning adaptability. Through investigation and research, it is found that the six influencing factors all have different ways and different degrees of influence on learning adaptability. Among them, learning motivation has a direct and significant impact on learning adaptability, and learning self-efficacy not only has a direct and significant impact on learning adaptability but also has an indirect impact on learning adaptability through learning motivation. Teacher teaching has indirect effects on learning adaptability through learning self-efficacy, learning motivation, and learning support. Learning support not only has a direct and significant impact on learning adaptability but also has an indirect impact on learning adaptability through learning motivation. MOOC platform has a direct and significant impact on learning adaptability. The quality of course content has a direct and significant impact on learning adaptability through the MOOC platform and learning motivation. The creative results of this research are mainly embodied in the combination of theory and practice, exploring and forming related results based on MOOC-based college students’ learning adaptability. According to the MOOC-based learning-adaptive intervention model, teaching practice is carried out to verify the effect of the intervention model from two aspects of student procedural performance and result performance. Finally, in view of the problems existing in traditional computer teaching in colleges and universities, combined with the design ideas and basic characteristics of MOOC, the teaching mode reform of computer courses is analyzed and discussed, and a MOOC-based computer engineering education teaching mode is proposed.
Highlights
With the rapid development of global informatization construction, human society is about to enter the post-IT era [1], and the quality demands of various industries in society for IT talents are increasing
Students’ active learning can effectively improve the efficiency of teaching MOOC (Massive Open Online Course) is a new Complexity education model that has emerged in recent years
Through literature research, investigation research, action research, and other methods, we define the influencing factors of college students’ learning adaptability in MOOC-based mixed teaching, sort out the various influencing factors, and design intervention models to effectively improve the learning adaptability of college students. en, we improve the adaptability of the MOOCbased blended learning of college students, formulate scientific, systematic, and complete strategies for them to learn more efficiently, strive to overcome the difficulties encountered in the learning process, and optimize the learning effect
Summary
With the rapid development of global informatization construction, human society is about to enter the post-IT era [1], and the quality demands of various industries in society for IT talents are increasing. Due to the limitations of teaching resources and experimental environment, the interaction and collaboration between teachers and students are very limited, which directly affects the effect of knowledge transfer In response to these problems, learning from the advantages of the MOOC teaching model, this paper will research and explore the design methods of the teaching mode of computer courses in colleges and universities. En, we improve the adaptability of the MOOCbased blended learning of college students, formulate scientific, systematic, and complete strategies for them to learn more efficiently, strive to overcome the difficulties encountered in the learning process, and optimize the learning effect It provides effective ideas for teachers who develop MOOC-based blended learning to further improve corresponding teaching programs and improve teaching quality. It provides effective ideas for teachers who develop MOOC-based blended learning to further improve corresponding teaching programs and improve teaching quality. e research results can provide reference for designers of MOOC-based blended learning to design more high-quality course content and resources
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