Abstract

Learning analytics (LA) has the potential to generate new insights into the complexities of learning behaviours in language massive open online courses (LMOOCs). In LA, the collective attention model takes an ecological system view of the dynamic process of unequal participation patterns in online and flexible learning environments. In this study, the ‘Oral Communication for EFL Learners (spring)’ on XuetangX was selected as an example with which to examine the allocation of learner attention in the context of LMOOCs. The open-flow network of collective attention was used to model the dynamics of learning behaviours to understand how different cohorts of second language (L2) learners allocated their attention at the collective level. The results showed that what distinguished high-performing L2 learners was related less to where they started with LMOOC resources or how much attention they allocated to certain learning units and more to the extent to which their attention could be maintained and circulated into other learning units. In addition, learners’ attention typically followed the pre-designed course structure each time they entered the online space. No learning resources offered in the selected LMOOC were found to dominate the collective attention flow, which suggested that L2 learners’ online engagement followed classroom learning patterns. The use of LA to understand the allocation of L2 attention at the collective level provides new perspectives on digital behaviour in LMOOCs, which may facilitate the design of cost-effective L2 resources that prevent learner overload in the information-rich age.

摘要

学习分析 (LA) 有可能对语言大规模开放在线课程 (LMOOC) 中学习行为的复杂性产生新的见解。在洛杉矶，集体注意力模型采用生态系统视角来看待在线和灵活学习环境中不平等参与模式的动态过程。在本研究中，选择了学堂X 上的“EFL 学习者口语交流（春季）”作为例子来检验LMOOCs 语境下学习者注意力的分配。集体注意力的开放流网络被用来模拟学习行为的动态，以了解不同的第二语言 (L2) 学习者群体如何在集体层面分配他们的注意力。结果表明，高绩效二语学习者的区别与他们从哪里开始使用 LMOOC 资源或他们对某些学习单元分配了多少注意力有关，而与他们的注意力在多大程度上可以保持并转移到其他学习单元有关。此外，每次进入在线空间时，学习者的注意力通常会遵循预先设计的课程结构。在选定的 LMOOC 中没有发现任何学习资源主导集体注意力流，这表明 L2 学习者的在线参与遵循课堂学习模式。使用 LA 来理解 L2 注意力在集体层面的分配，为 LMOOC 中的数字行为提供了新的视角，