2014年至2021年LMOOC研究:我们做了什么,下一步要去哪里?

IF 4.6 1区 文学 Q1 EDUCATION & EDUCATIONAL RESEARCH Recall Pub Date : 2023-01-04 DOI:10.1017/S0958344022000246
Yining Zhang, Ruoxi Sun
{"title":"2014年至2021年LMOOC研究:我们做了什么,下一步要去哪里?","authors":"Yining Zhang, Ruoxi Sun","doi":"10.1017/S0958344022000246","DOIUrl":null,"url":null,"abstract":"Abstract This study reviews 71 high-quality studies of massive open online courses focused on languages (LMOOCs) that were published from the inception of LMOOCs to 2021. The purpose of this study is to gain a deeper understanding of the current state of research and identify fruitful directions for future LMOOC research. First, we reviewed three basic sets of characteristics of these studies: (1) research trends – for example, publication types and years; (2) research contexts – for example, countries in which the studies were conducted, the subjects’ target languages, language-ability levels, skills, and whether the focal courses are for specific purposes; and (3) research design, including data collection, data analysis, and theoretical frameworks. We then utilized a text-mining approach called Latent Dirichlet Allocation that uses machine-learning techniques to identify research-topic commonalities underlying the collected studies. In this way, a total of nine topics were identified. They were: (1) core elements of LMOOCs; (2) interaction and communication in LMOOCs; (3) innovative LMOOC teaching practices; (4) LMOOC standards and quality assurance; (5) LMOOC implementation, participation, and completion; (6) LMOOC teaching plans; (7) LMOOC learning effectiveness and its drivers/obstacles; (8) learners and learning in LMOOCs; and (9) inclusiveness in LMOOCs. These were then diagrammed as a ThemeRiver, which showed the evolutionary trend of the nine identified topics. Specifically, scholarly interest in Topics 5, 7, and 9 increased over time, whereas for Topics 1 and 6, it decreased. Based on our results, we highlighted specific directions for future LMOOC research on each of the identified research topics.","PeriodicalId":47046,"journal":{"name":"Recall","volume":null,"pages":null},"PeriodicalIF":4.6000,"publicationDate":"2023-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"LMOOC research 2014 to 2021: What have we done and where are we going next?\",\"authors\":\"Yining Zhang, Ruoxi Sun\",\"doi\":\"10.1017/S0958344022000246\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Abstract This study reviews 71 high-quality studies of massive open online courses focused on languages (LMOOCs) that were published from the inception of LMOOCs to 2021. The purpose of this study is to gain a deeper understanding of the current state of research and identify fruitful directions for future LMOOC research. First, we reviewed three basic sets of characteristics of these studies: (1) research trends – for example, publication types and years; (2) research contexts – for example, countries in which the studies were conducted, the subjects’ target languages, language-ability levels, skills, and whether the focal courses are for specific purposes; and (3) research design, including data collection, data analysis, and theoretical frameworks. We then utilized a text-mining approach called Latent Dirichlet Allocation that uses machine-learning techniques to identify research-topic commonalities underlying the collected studies. In this way, a total of nine topics were identified. They were: (1) core elements of LMOOCs; (2) interaction and communication in LMOOCs; (3) innovative LMOOC teaching practices; (4) LMOOC standards and quality assurance; (5) LMOOC implementation, participation, and completion; (6) LMOOC teaching plans; (7) LMOOC learning effectiveness and its drivers/obstacles; (8) learners and learning in LMOOCs; and (9) inclusiveness in LMOOCs. These were then diagrammed as a ThemeRiver, which showed the evolutionary trend of the nine identified topics. Specifically, scholarly interest in Topics 5, 7, and 9 increased over time, whereas for Topics 1 and 6, it decreased. Based on our results, we highlighted specific directions for future LMOOC research on each of the identified research topics.\",\"PeriodicalId\":47046,\"journal\":{\"name\":\"Recall\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":4.6000,\"publicationDate\":\"2023-01-04\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Recall\",\"FirstCategoryId\":\"98\",\"ListUrlMain\":\"https://doi.org/10.1017/S0958344022000246\",\"RegionNum\":1,\"RegionCategory\":\"文学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Recall","FirstCategoryId":"98","ListUrlMain":"https://doi.org/10.1017/S0958344022000246","RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0

摘要

摘要本研究回顾了从语言开放在线课程成立到2021年发表的71项关于语言开放在线在线课程的高质量研究。本研究的目的是更深入地了解研究现状,并为未来LMOOC研究确定富有成效的方向。首先,我们回顾了这些研究的三组基本特征:(1)研究趋势——例如,发表类型和年份;(2) 研究背景——例如,进行研究的国家、受试者的目标语言、语言能力水平、技能,以及重点课程是否有特定目的;以及(3)研究设计,包括数据收集、数据分析和理论框架。然后,我们使用了一种称为潜在狄利克雷分配的文本挖掘方法,该方法使用机器学习技术来识别所收集研究的研究主题共性。通过这种方式,总共确定了九个主题。它们是:(1)LMOOCs的核心要素;(2) LMOOC中的互动和交流;(3) 创新LMOOC教学实践;(4) LMOOC标准和质量保证;(5) LMOOC的实施、参与和完成;(6) LMOOC教学计划;(7) LMOOC学习有效性及其驱动因素/障碍;(8) 学习者和LMOOC学习;以及(9)LMOOC的包容性。然后将其绘制为主题河流,显示了九个已确定主题的进化趋势。具体而言,对主题5、7和9的学术兴趣随着时间的推移而增加,而对主题1和6的兴趣则有所下降。根据我们的研究结果,我们强调了未来LMOOC研究的具体方向。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
查看原文
分享 分享
微信好友 朋友圈 QQ好友 复制链接
本刊更多论文
LMOOC research 2014 to 2021: What have we done and where are we going next?
Abstract This study reviews 71 high-quality studies of massive open online courses focused on languages (LMOOCs) that were published from the inception of LMOOCs to 2021. The purpose of this study is to gain a deeper understanding of the current state of research and identify fruitful directions for future LMOOC research. First, we reviewed three basic sets of characteristics of these studies: (1) research trends – for example, publication types and years; (2) research contexts – for example, countries in which the studies were conducted, the subjects’ target languages, language-ability levels, skills, and whether the focal courses are for specific purposes; and (3) research design, including data collection, data analysis, and theoretical frameworks. We then utilized a text-mining approach called Latent Dirichlet Allocation that uses machine-learning techniques to identify research-topic commonalities underlying the collected studies. In this way, a total of nine topics were identified. They were: (1) core elements of LMOOCs; (2) interaction and communication in LMOOCs; (3) innovative LMOOC teaching practices; (4) LMOOC standards and quality assurance; (5) LMOOC implementation, participation, and completion; (6) LMOOC teaching plans; (7) LMOOC learning effectiveness and its drivers/obstacles; (8) learners and learning in LMOOCs; and (9) inclusiveness in LMOOCs. These were then diagrammed as a ThemeRiver, which showed the evolutionary trend of the nine identified topics. Specifically, scholarly interest in Topics 5, 7, and 9 increased over time, whereas for Topics 1 and 6, it decreased. Based on our results, we highlighted specific directions for future LMOOC research on each of the identified research topics.
求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
Recall
Recall Multiple-
CiteScore
8.50
自引率
4.40%
发文量
17
期刊最新文献
Forty-two years of computer-assisted language learning research: A scientometric study of hotspot research and trending issues Different interlocutors, different EFL interactional strategies: A case study of intercultural telecollaborative projects in secondary classrooms Examining the relationships among motivation, informal digital learning of English, and foreign language enjoyment: An explanatory mixed-method study ReCALL editorial September 2023 issue Sampling and randomisation in experimental and quasi-experimental CALL studies: Issues and recommendations for design, reporting, review, and interpretation
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
已复制链接
已复制链接
快去分享给好友吧!
我知道了
×
扫码分享
扫码分享
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1