“慕课西行”同步课堂教学体验的质性研究

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Teaching experience of "MOOCs going west" synchronous classroom：a qualitative research

JIAO Yanchao1， ZHANG Luxin2， TIAN Li2， HOU Yunying2， LI Huiling2*

1.Taishan Nursing Vocational College， Shandong 271000 China; 2.School of Nuring， Suzhou Medical College of Soochow University

*Corresponding Author  LI Huiling， E⁃mail： lhl8543@126.com

Abstract  Objective：To describe teachers' teaching experience in the implementation of "MOOCs going west" synchronous classroom，and to provide reference for the next implementation of "MOOCs going west" synchronous classroom.Methods：A descriptive research method was adopted to conduct semi⁃structured interviews with 13 teachers from 3 universities who participated in the "MOOCs going west" synchronous classroom through purpose sampling，and the themes were summarized and refined by content analysis method.Results：The teaching experience of "MOOCs going west" synchronous classroom was refined into 4 themes and 12 sub⁃themes，which were resource sharing（quality education resource sharing，advanced teaching concept sharing，diversified sharing of expectations），teachers' gains（self⁃reflection，self⁃improvement，self⁃realization），students' gains（increased learning motivation，improved learning effect，and enhanced professional identity），and implementation bottlenecks（negative emotions，weak facilities，and lack of security）.Conclusions："MOOCs going west" synchronous classroom could promote teachers' self⁃reflection，increase teaching momentum and improve teaching effect，but there were still many bottlenecks.It was expected to be further perfected and improved.

Keywords  "M"OOCs going west"； synchronous classroom； teaching experiences； qualitative research

摘要  目的：描述教师在“慕课西行”同步课堂实施过程中的教学体验，旨在为“慕课西行”同步课堂的下一步实施提供参考。（剩余7433字）