ANOVA test results.

This mixed methods sequential explanatory study identified and explained the features of engagement strategies for MOOC forum discussion that help low-achieving students make significant progress. Triangulated data were collected from MOOC learners’ (n = 335) scores in two reading assessments, their posts to the embedded online discussion forum, and their self-reflection learning journals. Based on learning progress between pre- and post-assessment tasks, MOOC learners are divided into three groups: 1) little, 2) moderate, and 3) significant progress. According to a statistical analysis of the quantified posts, surprisingly, the low-scoring students from the pre-test who demonstrated significant progress later engaged in significantly fewer peer-peer and peer-teacher interactions in the online discussion forum. Guided by self-efficacy literature, the reflective journals of these learners suggested that 1) learner-content interactions may help them advance learning and obtain new information and linguistic knowledge from the peer-made learning materials in the discussion forum; 2) they did not share and exchange ideas and answers with their peers. Instead, they prefer learning from others’ discussions and wish to get quick feedback and suggestions on their contributions to the discussion forum; and 3) peer-peer and peer-teacher interactions were proposed as two solutions to regulate their online learning experience as they lack self-discipline and time-management skills. Implications include teachers’ continuous support to encourage low-achieving students to learn peer-generated content and quick feedback on their contributions to the discussion forum.

本项混合方法顺序解释性研究，旨在识别并阐释有助于学业水平较低的学习者实现显著学习进展的大规模开放在线课程（MOOC）论坛讨论参与策略特征。研究收集了335名MOOC学习者的三角验证数据，涵盖其两次阅读评估成绩、嵌入课程平台的在线讨论论坛发帖内容，以及自我反思学习日志。基于课前与课后评估任务间的学习进展情况，将MOOC学习者划分为三组：1）进展甚微组；2）中等进展组；3）显著进展组。通过对量化后的发帖内容进行统计分析，令人意外的是，前期测试成绩较低但后续实现显著学习进展的学习者，在在线讨论论坛中的同伴间互动与同伴-教师互动次数显著更少。以自我效能感（self-efficacy）相关研究文献为指导，对这些学习者的反思日志进行分析后发现：其一，学习者-内容互动有助于他们推进学习进程，并从论坛中同伴制作的学习材料中获取新信息与语言知识；其二，他们并未与同伴分享、交流观点与答案，反而更倾向于从他人的讨论内容中学习，并期望针对自己在论坛中的参与贡献获得及时反馈与建议；其三，由于缺乏自律能力与时间管理技能，他们提出将同伴间互动与同伴-教师互动作为规范自身在线学习体验的两种可行方案。本研究的实践启示包括：教师应持续提供支持，鼓励学业水平较低的学习者学习同伴生成的学习内容，并针对其在论坛中的参与贡献及时给予反馈。