The Role of Perceived Teacher Suppport, Motivation, Learning Strategy in Studying on SPOC

DOI

10.2991/iccese-19.2019.301How to use a DOI?

Keywords

perceived teacher support; motivation; learning strategy; learning achievement

Abstract

Digitized and informational learning methods are gradually prevailing. There was a historic revolution in 2012 that MOOCs (Massive Open Online Courses) created a new mode of distance education, offering open educational resources to students all over the world. While MOOC has a low passing rate and high dropping out rate, SPOC (Small and Private Online Course) combines online and offline courses and gives a specific group of student guidance, greatly enhancing the engagement of students. SPOC students have chances to communicate with teachers face to face. This paper discusses the mediating role of students’ motivation studying on SPOC in the relationship between perceived teacher support and deep learning strategy, surface learning strategy as well as their effect on learning achievement.

Copyright

© 2019, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Qi Dong
AU  - Xi Cun
AU  - Jifan Ren
PY  - 2019/04
DA  - 2019/04
TI  - The Role of Perceived Teacher Suppport, Motivation, Learning Strategy in Studying on SPOC
BT  - Proceedings of the 3rd International Conference on Culture, Education and Economic Development of Modern Society (ICCESE 2019)
PB  - Atlantis Press
SP  - 1360
EP  - 1363
SN  - 2352-5398
UR  - https://doi.org/10.2991/iccese-19.2019.301
DO  - 10.2991/iccese-19.2019.301
ID  - Dong2019/04
ER  -