文献类型：期刊文献

英文题名：Using social media in mobile MOOC for teacher professional development

作者：Xiao, Jun[1];Tan, Esther[2];Li, Xuejiao[3];Cao, Mengying[1];Specht, Marcus[2]

机构：[1]Shanghai Open Univ, Shanghai Engn Res Ctr Open Distance Educ, Shanghai, Peoples R China;[2]Delft Univ Technol, Leiden Delft Erasmus Ctr Educ & Learning LDE CEL, Delft, Netherlands;[3]East China Univ Sci & Technol, Modern Educ Technol Ctr, Shanghai, Peoples R China

年份：2020

卷号：14

期号：4

起止页码：492

外文期刊名：INTERNATIONAL JOURNAL OF MOBILE LEARNING AND ORGANISATION

收录：WOS:【ESCI(收录号:WOS:000892601900004)】；

基金：This paper is supported by China's National General Project sponsored by the China National Office for Education Sciences Planning (Grant No. BCA160053), The Construction and Application of Online Learners' Persona based on Big Data Analysis. We thanked Wanglamei and Yuye from Shanghai Open University who attended the Ubiquitous & mobile MOOC System Based on WeChat Public Platform - Micro-classroom System Architecture' design and assisted in the data collection.

语种：英文

外文关键词：mobile MOOCs; mobile learning; ubiquitous learning; teacher training; lifelong learning

摘要：This paper presents a ubiquitous and mobile MOOC platform to foster lifelong learning. Harnessing the technological affordances of WeChat (a mobile social media app), learners accessed micro-learning activities and received personal learning analysis report on their mobile phones. Premised on activity theory, the mobile MOOC design model spans across five dimensions of intelligent distribution: learning objective analysis, learner persona analysis, platform improvement based on learning analytics, m-learn tool selection and m-learn interactive environment where the latter forms the core of individual and collaborative learning. To investigate learning effectiveness, we analysed the survey data of 117 Shanghai kindergarten, primary and secondary teachers in one mini-lecture. Findings showed that learning satisfaction and learning achievement are highly correlated with the learnability of the learning environment. The integration of a multidimensional activity and multi-scenario model showed great potential to successfully accommodate the complexity and diversity of mobile MOOC learning activities in a ubiquitous-learning environment.