Responsibility-Driven Teacher-Student-Intelligence Collaborative Education Modeling Framework: Design and Empirical Study of a Smart MOOC Teaching Model

Abstract

This study addresses major challenges in MOOC teaching,
including ambiguous roles, ineffective learning feedback,
and insufficient process support. It proposes a
responsibility-driven teacher–student–intelligence
collaborative model and develops a whole-process teaching
framework covering the pre-class, in-class, and post-class
stages, together with an
evidence–diagnosis–intervention–iteration improvement
mechanism. A randomized experiment (N=53)conducted in a
postgraduate course showed that the proposed model
significantly improved students’ participation,
satisfaction, and engagement compared with the traditional
MOOC model. Interview findings further indicated that
intelligence, as an additional instructional agent,
enhanced the continuity and initiative of learning. This
study provides theoretical support and practical
implications for smart MOOC teaching reform.