宗阳1 陈丽1 郑勤华1 胡红梅2
（1.北京师范大学 远程教育研究中心，北京 100875；2.中央民族大学附属中学丰台实验学校
科研信息中心，北京 100074）
【摘 要】学习者的学业情绪对学习有重要作用，异步学习平台的非及时性以及教师与学习者分离的特征使得难以对远程学习者进行学业情绪分析。本研究通过构建异步学习平台中远程学习者学业情绪分析模型，并将该模型进行Moodle平台案例课程的应用，探究远程学习者在线学习行为与学业情绪之间的关系。本研究在案例应用中通过对远程学习者在线学习行为数据进行统计分析，对学习者论坛文本数据进行情感计算，发现：学习者的学业情绪与作业成绩显著正相关，说明学习者的学业情绪会显著影响其学习效果；教师情感值与学习者学业情绪显著正相关，说明教师在论坛中的情绪倾向会正向影响学习者的学业情绪；学习者实时学业情绪与创作性行为之间显著正相关，并且发现案例课程中主要存在两类学业情绪表现不同的学习者，第一类学习者在案例课程中所发帖子的情感值为正向情感的占80%以上，第二类学习者学业情绪属于同一倾向的帖子数不超过80%，单独分析第二类学习者实时学业情绪与对应在线学习行为之间的相关性，发现两者之间显著性有较大提高。
【关键词】在线学习行为；异步学习平台；远程学习者；学业情绪；学习分析
The Academic Emotion Analysis Research of Distance Learners Based on Online Learning Behavior Data: A
Case Study of Moodle Platform
ZONG Yang1, CHEN Li1, ZHENG Qinhua1 and HU Hongmei2
(1. Beijing Normal University Research Center of Distance Education, Beijing 100875 ,China;2. Fengtai Experimental School of The High School Affi liated to Minzu University of China, Research Information Center, Beijing 100074 ,China)
Abstract: Learners’academic emotions play an important role in learning, the timeliness of asynchronous learning platform and the separation of teacher and learner make it diffi cult to judge distance learners’academic emotions. This study builds a distance learners academic emotions analysis model and applys this model to one Moodle platform case course, to explore the relationship between the distance learners online learning behavior and academic emotions. In the case application of research, it analyzes learners’online learning behavior and compute learners’emotion through learners’text data. It is found that students’academic emotions and learning outcome have signifi cantly positive correlation, this shows that students’academic emotions can signifi cantly infl uence their learning outcome; distance learners’academic emotions and teachers’emotion have signifi cantly positive correlation, this shows that teachers’emotional tendencies in BBS will be positive infl uence on learners’academic emotions; distance learners’academic emotions and their creative behavior have signifi cantly positive correlation and there are two types of different learners in our case course: the fi rst kind of learners post 80% text information which has positive emotion; the second category of learners’academic emotions are not the same in large scale. This study analyzes the second category of learners separately, with the fi nding thatthe correlation between academic emotions and their online learning behavior has improved signifi cantly.
Keywords: online learning behavior; asynchronous learning platform; distance learners; academic emotion; learning analytics
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基于在线学习行为数据的远程学习者学业情绪分析研究.pdf
