商务英语论文(英文版)

AStudyonCurrentStatusofMOOCStudentsLearning:InvestigatingLearners'ExperienceofGeneralCollegesinChinaAbstractMOOChasbeenacceptedandspreadbymoreandmoredomesticandforeignlearnersinashorttime,becauseofitshighqualitysubjects’resourcesandforminglearningmodel.MoreandmorecollegestudentsbecomeMOOClearners;moreandmorestudiesbegintofocusMOOC.ButthepresentstudiesofMOOChavefocusedontheoreticalresearch,lackingoffocusandattentiononthepracticalpeople,soitneedsmoreempiricalresearchtodeepentheunderstandingofthefield.Thenumberofstudentsingeneralcollegesarelarge,buttheireducationalteachingresourcesisrelativelyweak,comparedwiththe211and985universities,soMOOChasmorepracticalsignificanceonthem.SothisstudyfocusesonMOOClearnersofgeneralcolleges,whatmotivationcanpromptthestudyofMOOClearners?Howdotheyallocatetheirtimeandenergy?Whatabouttheirlearningharvestandlearningexperience?Whatsuccessfullearningexperienceisworthforreference?Allofthosearethatwewanttoknow.Theauthorchooses81MOOClearnersfrommorethan20generalundergraduatecolleges,includingJilinNormalUniversity,ChangshaUniversityofScienceandTechnology,Xi'anSiyuanUniversity,andGuangxiTeachersEducationUniversityandsoon,usingquestionnairesandsemi-structuredinterviewstosurveytheirchoosingcourses,learningmotivation,learningbehavior,thepreferenceofresources’usage,thebarriersoflearning,Learningharvestandthelearningexperienceandsoon.What’smore,analyzingthetwotypicalcasesindetail,anddrawingrelevantconclusions.Intermsofcourseselection,thestudyfoundthatthemajorwaytoknowtheplatformisrecommendedbyothersforthelearnersofthegeneralcolleges.NearlyhalfoftheMOOClearnersattendtwoormorethantwocourses,butafewlearnerscangetacertificate.Therearenotcorrelationbetweenthenumberofcourselearningandthenumberofgottencertificate.Choosingcourseisbasedoninterests,learnersdon'tparticularlycarefortheschoolandtheteachers.Thecourseselectionreasonsarediverse.Intermsofmotivation,theirlearningmotivationsaremainlytoself-realization,learninginterestsandlearningneedsbecometheultimatedrivingforceofMOOClearning.Intermsoflearningprocess,learnershavespecificplanning,preparationandmethod,haveabilitytoself-controlledintheboringtime,butthelearningconsciousness,theexecution,feedbackandsummaryneedtobeimproved,learnersarelackedofthecooperation,theplanningofstudydirectlyaffectstheresultoflearning.Whenlearnersarelearningwithvideosasthemainlearningresources,otherkindsoflearningresourcesarerarelyused.AlargeproportionofMOOClearnershaveexperiencingdropouts.Learnerswillaskforhelpinthenon-platformwhentheyfacetodifficultiesinlearning,networkofpartnerscanprovidetechnicalsupport;schoollearningpartnersaretoprovidemorehelpinlearning.Thelanguagebarrierisstillthebiggestbarriertolearnforeignlanguagecourses.Intermsoflearningharvest,thereismoreimprovementonMOOClearners’learningabilityandlearninginterests,goodMOOCcoursehasagreathelptolearners.Intermsoflearningexperience,learnersgiveahighappraisaltoMOOCcourse,furthermore,mostoflearnersthinkthatMOOCplatformiseasytouse,andtheywillcontinuetouseit.Inaddition,therearestillexistmanyproblemsinMOOClearning,suchaslackingofguidanceinchoosingcourse,motivationofthelearningdon’tkeepalongtime,studentsareconfrontedwithmanylearningdifficultiesonnon-coursecontentandsoon.Keywords:MOOC;Status;GeneralColleges;QuestionnaireSurvey本科生mooc学习者学习现状研究MOOC因其高质量的课程资源，成型的学习模式在短时间内被国内外越来越多的学习者所接受与传播。越来越多的在校大学生成为MOOC学习者，越来越多的研究开始关注MOOC。但当前的MOOC研究大局部都集中在理论探讨方面，缺乏对实践层面的聚焦与关注，需要更多实证研究来深化该领域的了解。一般本科院校的学生人数众多，但他们的教育教学资源与211和985高校相比拟为薄弱，MOOC对其现实意义更大。故本研究重点聚焦一般本科院校的在线MOOC学习者，希望了解是什么样的动机促使他们进行MOOC学习的？他们是如何分配自己的时间与精力的？他们的学习效果、学习体验如何？有何成功经验可供参考借鉴？作者选取以吉林师范大学、长沙理工大学、西安思源学院和广西师范大学为代表的20多所一般本科院校的81名MOOC学习者，采用调查问卷和半结构化访谈的方法对他们的课程选择情况、学习动机、学习行为特征、资源使用偏好、学习困难、学习收获和学习体会等进行了深入调研，并对两个典型案例进行具体分析，得出相关结论。研究发现，在课程选择方面：一般本科院校MOOC学习者的MOOC了解途径多为他人推荐。在众多MOOC平台中Coursera的用户最多。近一半的MOOC学习者会参加两门或两门以上课程的学习，但这些学习者中拿到证书的人并不多，学习者的MOOC课程学习门数与证书获得数量没有相关性。学习者课程选择以兴趣为先，学习者对于学校和教师是谁并不特别在意。课程选择原因呈现多样化。在学习动机方面：学习者的学习动机以自我实现为主，学习兴趣和学习需求成为MOOC学习的最终驱动力。在学习过程方面：学习者具备一定的方案性、准备性和方法性，有一定的对学习倦怠期自我调控的能力，但学习者的意识性、执行性、反应性和总结性有待提高，学习者之间的合作较少。学习时间的规划直接影响到学习的结果。一般本科院校MOOC学习者学习时以视频为主要学习资源，其他类型的学习资源很少使用或几乎不用。MOOC学习者中有辍学经历的学习者比重较大。学习者在遇到学习困难时会优先在平台外求助，网络学习伙伴多提供技术支持，学校学习伙伴那么较多提供学习帮助。语言障碍仍是外文课程学习的最大障碍。在学习收获方面：大多数学习者的学习兴趣和自主学习能力得到了提高，好的MOOC课程对学习者帮助较大。在学习者体会方面：学习者对MOOC课程评价较高。大局部学习者认为MOOC平台易用，并愿意继续使用。另外，在MOOC学习过程中学习者还存在诸如课程选择时缺乏引导，学习持续动力缺乏，非课程内容的学习困难较多等问题。关键词：MOOC；学习现状；一般本科院校；问卷调查1.1researchbackgroundAlongwiththedevelopmentofopeneducationresources,worldwidequalityfreeeducationresourcesisbecomingmoreandmorerich,moreandmorelearnersthroughonlineopeneducationresourcestoimprovethemselvesandmeetthedemandofthepersonalizedlearning.Thedevelopmentofnetworklearningisaffectingthewaypeoplelearnandchangethewayofeducation.Theemergenceandprosperityof1.1.1MOOCIn2023intheocean,amassiveopenonlinecourses(MOOC)hasemerged,withinayearwaspopularintheworld,itisdescribedasastormofeducationalhistory[1].,MIT,StanforduniversityandHarvardUniversityhassuccessivelyestablishedMOOCplatforms:CourseraandUdacityandedX,theenrollmentofthethreemajorplatformsgeometricprogressiongrowth,andbecomeaMOOC"troika"[2].InOctober2023,timemagazinepublishedthearticle"alive"universityisdead,university,andatthattimemanyscholarsbegantoexploreMOOC,reallywillbeeliminatedtomaketheuniversityonlineuniversity?[3]therapiddevelopmentoftheMOOCmakeseducationthere,afterabriefpanic,theybegantothinkabouthowtocopewiththechallengesatthesametimewiththeaidofthisopportunitytodeveloptheirrespectivefields.Atthesametime,allovertheworldtocarryouttheMOOCconstruction,suchasBritain'sFutureLearn,Chinaunicomanexperiencedperson,tsinghuaschoolonlineandonbothsidesoftheTaiwanstrait"ewan"andsoon,MOOCisgraduallytoprosperity.1.1.2thenumberofstudentsincollegestudents'onlinelearningcontinuestogrowBabsonresearchgroupinJanuary2023,PearsoneducationgroupandSloanunionjointlyissued"changethecourse:onlineeducationintheUnitedStatestenyearsoftrackingreport[4],thereportofthefallof2002totheautumnof2023thenumberofAmericanuniversityelectivecoursesonlinestatistics(seefigure1-1).Thefigure1-1showsthattheautumnof2002thenumberoftheUnitedStatestoparticipateintheonlinecourseislessthan10%,thefallof2023hasbeen32%,thisdecadetochooseonlinelearningcourseshowedatrendofsteadygrowthoftheproportionofthenumberofAmericanstudents.Thestudyalsoshowsthatthemorelargecollegesanduniversities,themorethenumberofpeopleinvolvedinonlinelearning.OnlinelearningintheUnitedStates,therefore,hasbeengraduallyacceptedbystudents,andstartedtobecomeamainstreamintheschoolstudentlearning.In2003Chinabegantobuildnetworkcurriculums,Chinesecollegestudentshavethechancetoparticipatemoreinonlinelearning.Neteasein2005theintroductionofworldfamousuniversitiespublicclass,somecollegestudentsandwhite-collarworkersbeganto"newclass"ontheInternet,publiccourses,onlinecoursesbecomethemainlearningresources.AccordingtotheChinaInternetnetworkdevelopmentstatestatisticreportforthe30thtime,bytheendofJune2023,388millionmobilephoneusersinChina,theproportionofInternetusersin10-29accountedfor55.6%ofthetotal,netizensprofessionalstructureofmiddleschoolstudentsaccountedfor28.6%.Studentsas"indigenous"oftheInternetage,theythroughmobilephones,computershavethestrongabilityoflearningresources.Injennietal.,2023,jinanuniversityundergraduatestudentsforthepresentsituationofonlinelearningresultscanknow,only6.7%ofthestudentsintheirschoolnottoonlinelearning,moststudentslearnbycomputerandmobileterminalnetwork[5].Thuswecaninferthatathome,onlinelearninghasbecomeacommonwayoflearning.1.1.3generalundergraduatecoursecollegesanduniversitiesteacherswithweakerExisting2742collegesanduniversitiesinmainlandChina,ofwhichthekeyuniversity131,generalcollege,621,403privatecolleges,independentcollegesandhighervocationalcollegeof298and1289respectively[6].Toremoveakeyuniversityandvocationalcollege,generalundergraduatecollegesanduniversitiesinourcountry,thereare1322accountedfor48.2%ofthetotalnumberofcollegesanduniversitiesinourcountry.Asthebackboneofcollegesanduniversities,thegeneralundergraduatecoursecollegesanduniversitiesislimitedduetotreatmentandscientificresearchenvironment,itisdifficulttoattracthighleveltalent.Fromanumberofteachers,thestudent-facultyratiosofgeneraluniversitiesandcollegesofundergraduatecourseabout1:18,butaccordingtothe2023universitynetworkpublished"China's985engineeringuniversitygrade2023undergraduatefreshmanfacultylist"[7]andtheChina211engineeringuniversityundergraduatelevel2023newteacherslist"[8]reportshowsthat211projectuniversity"professionalteachersandthenewbornonaveragethan"is1:2.38,while985collegesanduniversitiesto1:1.78,teachersofgeneraluniversitiesandcollegesofundergraduatecoursecomparedtoakeyuniversity,gapishuge.DrFromteachers'degree,thegeneralundergraduatecoursecollegesanduniversitiesasizablenumber,accordingtothesurveyat3.47%in2023,DrPrivatecollegesinourcountry,masterof19.56%[9].Althoughintensifytheireffortstointroducetalentsincollegesanduniversitiesinrecentyears,butasawhole,thegeneralundergraduatecoursecollegesanduniversitiesofhighleveltalentproportionisstilllow.Generalundergraduatecollegesanduniversitiesandthekeycollegesanduniversitieshavesignificantdifferencesinfacultyconstruction,bycontrast,thegeneralundergraduatecoursecollegesanduniversitiesteacherswithweaker.1.1.4generalundergraduatecoursecollegesanduniversitiescurriculumconstructionqualityisnothighGeneralundergraduatecoursecollegesanduniversitiestocultivateprofessional,appliedtalentsasthegoal,butissuitableforthenewteachingmaterialislackoftraining,teachersintheteachingmaterialofgeneraluniversitiesandcollegesofundergraduatecoursechoicehadtogiveprioritytowithnationalplanningmaterials,butthiskindofmaterialismoresuitableforacademicseniortalents,lackofpertinenceandpracticalityofthecoursecontent[10].Doesnotapplytomaketheclassroomteachingofthecoursecontentisdifficulttocausethestudents'interestinlearning,studentsintheclassmoreattentionwasattractedbymobilephoneorothermobileterminals,theeffectofclassroomteachingisnothigh.Ontheotherhand,theconstructionofcurriculumresourcesisstillinsufficient.Aftertheenrollmentexpansion,thenumberofstudentsincreaserapidly,althoughcountriesinincreasingcollegeofeducationfundsinvestment,butstillpartoftheinfrastructureandthenumberofschoolsincollegesanduniversitiesdonotmatch,somelocalcollegesorinastateof"notenough"hungeroperations,theschool'soldcase,thedatabaselevelisnothigh,andthequantityislimited,practice,theimperfectionoftheexperimentalfacilities,morecan'tmeetthedemandofteachinglaboratory.Ingeneral,thecourseconstructionofgeneraluniversitiesandcollegesofundergraduatecoursequalityisnothigh.1.1.5collegestudents'learningneeds,motivationdiversificationIncollegestudentsemploymentpolicy,nowcollegestudentsarenolongerwith"collegeismixeddegreeofthought",theyaremadetothesignificanceofcollegeorientationandthinking.Themainpurposeofthecollegestudents'learningisnolongeradiplomaanddegreecertificate,inadditiontotheirprofessionalknowledgeoftheappeal,alsowanttheuniversitycanimprovelearningability,meetthepersonalinterest,toimproveitsquality,realizethepersonalizeddevelopmentofself.Inaddition,withtheincreaseofemploymentpressure,collegestudentshavehigherrequestforthedegreeofoldandnewknowledgein,theywanttheirlearnedknowledgeintroductionknowledgeandpracticalskillsinprofessionalfield,toprepareforfutureemployment.Collegestudents'learningneedsandlearningmotivationaremorediverse[11],traditionalschoolcannotmeettheirdiverselearningneeds,studentsbegantorelyontheInternettomeettheneedsofitsindividuation,neteasepublicclass,allkindsoftechnicalvideowebsitetobecomethebestchoice.1.2problemisputforwardMOOCforresources,formingtheteachingpatternofhighqualityinashortperiodoftimeisacceptedbymoreandmoredomesticandforeignlearnersandcommunication,moreandmorecollegestudentsbecomeaMOOClearners,moreandmorestudiesbegintopaycloseattentiontoMOOC.ButMOOCisemergingproductafterall,mostofthecurrentstudiesMOOCfornounexplanationandtheoreticaldiscussion,lessresearchtopracticethefocusandattentionofthecrowd.Inthepracticeoftheonlystudies,researchersmostlycomesfromtheMOOCplatformproviders,theyalllearnersofsomecourses,alsothestatisticsandtheinformationandstudybuttherearefewstudiesofChineselearners.Thenumberofstudentsingeneralundergraduatecollegesanduniversitiesisnumerous,buttheireducationteachingresourcescomparedwiththe211and985collegesanduniversitiesisrelativelyweak,MOOCmorerealisticmeaningtoit.ThisstudyfocusontheMOOClearnersofgeneraluniversitiesandcollegesofundergraduatecourse,wanttoknowwhatisthemotivationofMOOCstudypromptedthemto?Howtheyallocatetheirtimeandenergy?Theirlearningeffect,learningexperience?HaveHeChenggongexperienceforreference?1.3theresearchpurposeandmeaningTheresearchpurposeofthisstudywastounderstandthegeneralundergraduatecoursecollegesanduniversitiesMOOClearners'learningstatus,includingcourseselectionconditions,learningmotivation,learningprocessandlearningresultsandlearningexperience,andsoon,atthesametimeanalyzetheproblemsexistingintheMOOClearning,explorecauses,putsforwardthestrategy.Thisstudyhasgoodtheoreticalandpracticalsignificance.FirstdatasuchasthestudycandeepentheunderstandingtoeducationresearchersMOOClearnersprovidestheempiricaldataofgeneraluniversitiesandcollegesofundergraduatecourse,fortheeducationmanagementanddecision-makingdepartmentprovidedareferencefortheconstructionandpromotionofMOOC,forthemajorityofteacherstoadapttotheinformationizationreform,raisingtheteachingqualityofundergraduatecoursecollegesanduniversitiesstudenttoprovidethereferencedirection,provideMOOClearnerslearningexperience.Inaddition,thestudyasearlyMOOClearners'study,thestudyofthespecificdataandbasicconclusionswillprovidefeasibleresearchdirectionforthelaterresearch.1.4definition1.4.1MOOClearnersMOOClearnersreferstothoseintheMOOCcourseplatformofficiallyregistered,andsticktolearningatleastmorethantwoweeksoflearners,andthatarenotofficiallyregisteredMOOCplatforms,orlearningtimelessthantwoweeksoflearnersarenotwithinthisstudy.1.4.2generalundergraduatecollegesanduniversitiesExistingliteratureandnoclearprovisionsonthegeneralundergraduatecollegesanduniversities,butsomeresearchershavetheirownviews.CuiGangthinkgeneralundergraduatecollegesanduniversitiesisbothhavejuniorcollegeupgradedtoundergraduatecoursecollegesanduniversitiesofcollegesanduniversitiesandthenewlybuiltundergraduatecoursecollegesanduniversities[12].Thepartyandthebourgeoisthinkgeneralundergraduatecollegesanduniversitiesisbetweenthekeyuniversitiesandcollegesbetween[13].Zhengcanwavethatisinadditiontothegeneraluniversity985collegesanduniversities,211collegesanduniversities,andalloftheindependentcollegefull-timeordinaryundergraduatecoursecollegesanduniversities.[14]inthisstudy,referstothegeneraluniversityexcept985and211keyuniversity,canthroughthenationalunifiedexaminationtorecruithighschoolgraduates,aftergraduationawardbachelor'sdegreeininstitutionsofhigherlearning.Chapter2studieswerereviewed2.1theoreticalbasis2.1.1relatedtheoryofindependentlearningAutonomouslearningfromthemiddleofthelastcenturywasputforwardtonow,aftermorethan60yearsofdevelopment,butbecauseoftheresearcher'spositionandwiththehelpofthetheoreticalbasis,untilnowstillnouniformdefinition.Somescholarsthinkthatautonomouslearningisakindofstudyway[15],somescholarsthinkthatautonomouslearningisalearningmode[16],alsothescholarthinksoftheconstructionofautonomouslearningisakindofactivelearning,learnersthemselvestodeterminelearningobjectives,accordingtothetargetandsituationalcharacteristicsofcognition,motivationandbehaviormonitorandcontrol[17].Althoughmanyaboutthedefinitionofautonomouslearning,butitsconnotationisconsistent:thebodyoftheautonomouslearningisalearner,thelearneronintrinsicmotivation,autonomy,inaplannedwaytolearn,learnerscanchoosethesuitablelearningmethodsandlearningstrategies,activelyregulateandcontrolthewholeprocessoflearning,formthecorrectlearningevaluation.Nowinfluenceautonomouslearningtheorycanberoughlyclassifiedintothefollowingcategories:onthebasisofbehaviorismtheoryofautonomouslearning,onthebasisoftheinformationprocessingandcognitivismautonomouslearningtheory,andthecorrelationofsocialismandthetheoryofconstructivismasthetheoreticalbasisofautonomouslearning[18].Emphasisonstrengtheningtheroleofbehaviorismtheory,hethoughtthatautonomouslearningisessentiallyakindoflearningbehavior,afterrepeatedafterreinforcementcanbuildasolidcontact,stillcanappearafterthestimulusabatedlearningbehavior[19].Informationprocessingtheoryisthatautonomouslearningisareciprocatingfeedbackloopthatlearnersatthebeginningthepresetcriteria,checkwhetherthecurrentinformationisuptothestandardduringthelearningprocess,andtomodifytheinformationortransformation,andconformtothestandardtoaccept.Socialcognitivetheory,thelearner'ssocialinteractionandsocialcognitiveroleinthedevelopmentofautonomouslearning[18].Socialcognitivetheoryisthemostinfluentialautonomouslearningmodelin(Zimmerman)proposedbytheAmericanzimmermann,hethinksthatautonomouslearningisnotonlytothestudyoflearningtomakeactivebehaviorintheprocessofmonitoringandadjustment,andlearnersaccordingtoexternalfeedbackforselflearningexternalperformanceandstudyoftheexternalenvironmentofactivecontrolandadjustment,atthesametimeforhisowncognitiveandemotionalstatusmonitoringandadjustment,thewholelearningprocessisaprocessofconstantlymonitorandadjust.[20]concretemodelasshowninfigure2-1.Humanistictheorypaysattentiontoaconcernforthehumanelementofautonomouslearningprocess.[21]constructivismtheoryfocusesonmetacognitiveisautonomouslearning.MetacognitionthisconceptwasfirstmadebyMrTalavera(Flavell),hedefinesmetacognitionas:metacognitionissomekindofknowledgeorcognitiveprocess,itisanobjectwithcognitiveactivity,orusedtoadjustthecognitiveactivities[22].Ephtalavera(Flavell)thinkthatmetacognitioncontainsnotonlythecognitionofcognition,shouldalsoincludehowyoucontrolyourownknowledge.[23]themetacognitioncontainstwoaspects:metacognitiveknowledgeandmetacognitiveprocess.Metacognitiveknowledgeconsistsofthreeparts:thepersonalcharacteristicsofcognition,cognitionandunderstandingofthestrategyofthetask.Metacognitiveprocessincludetheevaluationofcognitivemonitoringandexperience,themaincontentisthelearnerintheprocessoflearningabouttheircognitiveactivitiesofplanning,monitoring,evaluationandadjustment.Inaddition,thetalavera(Flavell),Brown(Brown),wiener,Weinert,andoftheSternberg(Sternberg)arealsodonetometacognitiveconceptdifferentdefinition.Butitscoreideaisconsistent,namelymeta-cognitionistheselfconsciousnessofcognitiveactivitiesandself-adjusting[24].Accordingtotherelatedresearchshowsthatmeta-cognitivetoeffectivelyachievetheestablishedgoals.[25]Personal(self)Personal(self)self-efficacy,declarativeandproceduralandstrategicknowledge,andmetacognitiveplan,monitor,goalsetting,mood,emotion,etcStrategyuseStrategyuseFeedbackloopFeedbackloopSelf-regulationofbehaviorSelfadjustingSelf-regulationofbehaviorSelfadjustingTheenvironmentTheenvironment

Material:environmentconstruction

Social:anexample,tohelpothers

Symbol:sketch,picture,formulaBehavior

Selfobservation:thewrittenrecordandreport

Selfjudgment:controltargetevaluationDonaldhe1979(Donaldb.Maudsley)inmetacognitivepresentedonthebasisoflearningconcept,hethoughtthatyuanlearningislearnersconscious,improvingcognition,explore,learnanddevelophabitsandmaketheprocessofinternalization.In1985JohnBiggs(JohnBiggs)learningisdefinedas:theyuanyuanlearningisselfawarenessandselfmonitoringoflearning.LuGenbook(1994),andotherpeoplethinkthatlearningisyuancognitiveapplicationinthefieldofstudy,mainlyreferstolearners'awarenessoflearningmotivationandlearningstrategyselectionanddevelopmentofthecontrol.Yuanlearningdoesnothaveaunifieddefinition,ingeneral,yuanlearningis"learningaboutlearning".[26]yuanlearningisselfawareness,monitoringandregulationoflearning,yuanlearningnotjustincognition,andthecontentofthewill,theemotion,etc.In1995,Chinesescholarsself-monitoringZhouYongdengmetalearningabilitycanbedividedintothreeaspects:learningactivities,learningactivitiesbeforeandafterthelearningactivityofself-monitoring,andrefineitforeightdimensions:planningandpreliminarybeforelearning,intheprocessoflearningconsciousness,methodandexecution,feedback,afterstudyingtheremedialandsummary.[27]GuoZhanjiRMB(1992)arguesthatlearners'learningabilityandlearningeffecthaveacloserelationship.MOOCinessenceisakindofnetworklearning,learningprocessdependonautonomouslearning.Theauthorofautonomouslearningrelatedtheorytocomb,canprovidecertainguidancefortheresearchofMOOClearners.InadditiontheauthorRMBaccordingtotheclassificationofthelearningabilityoflearners'learningbehaviorsurveycontentwriting.2.1.2technologyacceptancemodeltheoryIn1989,Davis(Davis)onthebasisofrationalactiontheoryandthetheoryofplannedbehaviortechnologyacceptancemodelisputforward.Concretemodelasshowninfigure2-2.Davis(Davis)believeintechnicalcategory,usethebehavioralintentionaffectedbyindividualuseattitudeandsubjectivenorm,butattitudesaremoreinfluentialthansubjectivenorm;Usethebehavioralintentionofdecidedtoactuallyusebehavior,butusethebehavioralintentionwillbeaffectedbytheperceivedusefulnessandperceivedeaseofuse;Useattitudewillbeaffectedbytheperceivedusefulnessandperceivedeaseofuse;Perceivedeaseofuseandperceivedusefulnessandtheinfluenceofexternalvariables.[28]ExternalvariablesPerceivedusefulness〔U)ExternalvariablesPerceivedusefulness〔U)ActualbehaviorUsebehavior〔BI〕TActualbehaviorUsebehavior〔BI〕Theattitudeoftheuse〔A〕Externalvariables〔E〕Externalvariables〔E〕Davis(Davis)dototheoriginalmodelofextensionin2002,hewillbeaffectedsocialandcognitivestructureintheextendedtechnologyacceptancemodel,hethoughtthesocialimpactandcognitivestructureisthedeterminantsofperceivedusefulnessanduseintention.Socialimpactincludessubjectivenorms,voluntary,andimpression.Cognitivestructurecontainsworkapplicability,thequalityoftheoutput,theresultsdemonstratethepossibilityofandperceivedeaseofuse.Usethebehavioralintentionofeventuallydecidedtoactuallyusebehavior,butuseexperiencewillweakentoperceivedusefulnessandsubjectivenormtheinfluencedegreeofthebehavioralintentiontouse.[29]Overtheyears,researchershavetothebodyframeworkoftechnologyacceptancemodelfine-tuned,testofitsusefulness,anditsapplicationtobusiness,economicmanagement,informationtechnology,andmanyotherfields.Technologyacceptancemodelgraduallyacceptedandrecognized.MOOCquicklyspreadthroughouttheworld,inadditiontohighqualitycourses,curriculummodelhascertaincharacteristics,MOOCcourseplatformalsotoMOOCdevelopmenthavecertaininfluence.Inasense,theuseofMOOCplatformalsoisakindoftechnologyacceptanceprocess,learnersuseofMOOCbesidesconsideringthequalityofthecourseitself,courseplatformforeaseofusewillaffectlearnersuseattitudeandbehavioralintention.Sotheauthorreferencetechnologyacceptancemodelattitudetowardthelearningexperiencesinthequestionnaireanduserelatedtopictowrite.2.2MOOCconnotationInAugust2023,OxforddictionarywillMOOCaword,thedictionaryofMOOCexplanationis:MOOCisakindofcanbeobtainedviatheInternet,nolargecrowdchargelearningcourses,anyonewhodecidedtostudycanloginregistrationwebsitetolearn.CalledtheMOOC:MassiveOpenOnlineCourses,translatedintoChineseis:MassiveOpenOnlineCoursesorMassiveOpenOnlineCourses.The"massive"herereferstolarge-scale,enrollmentMOOCcourseisacourseofenrollmentattensofthousandsofpeople."Online"referstolearningwiththeaidofthenetworkenvironment,unliketraditionalclassroom,MOOClearnerswiththewholeprocessoflearningonthenet,andnotrestrictedbytimeandspace."Open"referstothefreelearning