The aim of this study was to understand the applications of Jun-Yi Massive Open Online Courses, MOOCs, resources into K-12 classrooms, named Small Private Online Courses ( SPOCs). We intended to explore the role of online coaches and Jun-Yi MOOC resource uses. The techniques of big data analytics and social network analysis were adopted to analyze a total of 70,100 students enrolled in the Jun-Yi Academy in a year. Results of this this study indicated that most of the learners spent their time doing online exercises, about 2.7 times more than that of viewing the online videos. More-over, averagely, each coach had about 13.39 students. The maximum student number a coach had is 432 learners. Students who had their own coaches would spend more time than those students who had no coaches in terms of both doing online exercises and viewing videos. Understandably, in the process of doing online exercises, students needed more assistance, and that is the way to keep improving students learning. Furthermore, based on the social network analysis on the relations of students and coach in the SPOCs mode, we could identify three types of instructional cores: Classroom-based core, school-based cores and region-based core. Eventually, the fi ndings would be helpful to the design of online exercises or online video production for the Jun-Yi Academy in the future and, moreover, benefi cial to the school teachers in terms of accommodation to students’ actual learning needs and well integration of Jun-Yi MOOC resources into the classroom for effectively teaching and learning.%本研究旨在探讨台湾最大规模的中小学均一教育平台(Jun-Yi Academy)中MOOCs在中小学课堂的应用.本研究以2016年8月至2017年7月一年内70 100位学生为研究对象,采用量化分析与社会网络分析方法,以了解MOOCs应用现状与在线教师功能对学生的影响.结果显示:在均一教育平台上,学生用于做练习题的时间最长,其所花时间是观看教学视频时数的2.7倍;每位在线教师平均指导13.39位学生,指导学生人数的最大值为432位学生;有在线教师指导的学生用于做练习题或观看教学视频的时数,都高于无在线教师指导的学生.由此可知,中小学生做练习题的过程中较需要教师的关切与指导,他们能促进学生在线持续学习.通过社会网络分析发现:学生与在线教师的关系可归纳为三种类型:以班级为核心型、以学校为核心型和以地区为核心型.本研究结果可作为均一教育平台中练习题或是教学视频未来设计的参考,以便增加学生自主学习机会.此外,本研究也有益于中小学教师了解如何配合学生学习需求,把均一在线资源有效地融入课堂教学来辅助课程学习.
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