基于社会互动理论的协作式在线课程中讨论设计及促进策略探讨
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摘要
协作式在线课程属于本土化的小规模限制性在线课程,学习者通过协作讨论建构知识。如何设计协作式在线课程中的讨论及如何促进学习者参与在线讨论,是本研究关注的重点内容。文章通过梳理社会互动理论的基本观点,分析了社会互动理论的符号互动论、表演互动论、常人方法论、社会交换论对协作式学习中在线讨论的作用;通过分析影响在线讨论的四种可控因素,指出教师或助学者应重视在线讨论环境(讨论区),尤其是讨论区礼仪,能设计适当的讨论话题及讨论契约,以及运用适时、适度的干预和多维度评价等方式促进协作式在线课程中的讨论。
Collaborative online courses are localized small-scale restricted online courses in which learners construct knowledge through collaborative discussion. How to design discussion in collaborative online courses and how to promote learners' participation in online discussion are discussed in this study. By combing the basic viewpoints of social interaction theory, this paper clarifies the role of symbolic interactionism,dramaturgy, ethnomethodology and social exchange theory in online discussion of collaborative learning. After analyzing four controllable factors influencing the online discussion, this paper points out that teachers or facilitators should pay attention to the online discussion environment(discussion area), especially the etiquette of discussion area, and be able to design appropriate discussion topics and protocols, use timely and proper interventions and multidimensional assessments to promote discussion in collaborative online courses.
Collaborative online courses are localized small-scale restricted online courses in which learners construct knowledge through collaborative discussion. How to design discussion in collaborative online courses and how to promote learners' participation in online discussion are discussed in this study. By combing the basic viewpoints of social interaction theory, this paper clarifies the role of symbolic interactionism,dramaturgy, ethnomethodology and social exchange theory in online discussion of collaborative learning. After analyzing four controllable factors influencing the online discussion, this paper points out that teachers or facilitators should pay attention to the online discussion environment(discussion area), especially the etiquette of discussion area, and be able to design appropriate discussion topics and protocols, use timely and proper interventions and multidimensional assessments to promote discussion in collaborative online courses.
引文
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[5]阿尔伯特·班杜拉.社会学习理论[M].陈欣银,李伯黍,译.北京:中国人民大学出版社,2015:4.
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[8] SEABI J. Feuerstein's mediated learning experience as a vehicle for enhancing cognitive functioning of remedial school learners in South Africa[J]. Australian journal of educational&developmental psychology,2012(12):35-45.
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[14]吴筱萌,蒋静,吴杰伟.混合式学习环境下学生网上讨论的成效及影响因素研究[J].现代远程教育研究,2011(5):59-65.
[15] CHEN B Y,DENOYELLES A,PATTON K,et al. Creating a community of inquiry in large-enrollment online courses:an exploratory study on the effect of protocols within online discussions[J]. Online learning,2017,21(1):165-188.
[16] LEE J,MARTIN L. Investigating students'perceptions of motivating factors of online class discussions[J]. International review of research in open and distributed learning,2017,18(5):148-172.
[17] XIE K,DEBACKER T K,FERGUSON C. Extending the traditional classroom through online discussion:the role of student motivation[J]. Journal of educational computing research,2006,34(1):67-89.
[18] SEO K K. Utilizing peer moderating in online discussions:addressing the controversy between teacher moderation and nonmoderation[J]. American journal of distance education,2007,21(1):21-36.
[19]赵呈领,闫莎莎,杨婷婷.非正式网络学习共同体深度互动影响因素分析[J].现代远程教育研究,2013(1):101-107.
[20] CHAN J C C,HEW K F,CHEUNG W S. Asynchronous online discussion thread development:examining growth patterns and peerfacilitation techniques[J]. Journal of computer assisted learning,2010,25(5):438-452.
[21] OSBORNE R E,KRIESE P,TOBEY H,et al. Putting it all together:incorporating"SoTL Practices"for teaching interpersonal and critical thinking skills in an online course[J]. Insight a journal of scholarly teaching,2009,4(1):45-55.
[22] POWELL R M,MURRAY O. Using storytelling strategies to improve student comprehension in online classes[J]. Journal of effective teaching,2012,12(1):46-52.
[23] MILLS J. A conceptual framework for teaching statistics from a distance[J]. Journal of effective teaching,2015,15(1):59-68.
[24] STEPHENS G E. CSI:an engaging online classroom introduction activity[J]. Journal of effective teaching,2015,15(2):69-77.
[25] WOODS K,BLISS K. Facilitating successful online discussions[J]. Journal of effective teaching,2016,16(2):76-92.
[26] DARABI A,LIANG X,SURYAVANSHI R,et al. Effectiveness of online discussion strategies:a meta-analysis[J]. American journal of distance education,2013,27(4):228-241.
[27] MCDONALD J P,ZYDNEY J M,DICHTER A,et al. Going online with protocols:new tools for teaching and learning[M]. NY:Teachers College Press,2012:128.
[28]李艳燕,马韶茜,黄荣怀.学习分析技术:服务学习过程设计和优化[J].开放教育研究,2012,18(5):18-24.
[29] MAZZOLINI M,MADDISON S. When to jump in:the role of the instructor in online discussion forums[J]. Computers and education,2007,49(2):193-213.
[30] GIKANDI J W,MORROW D,DAVIS N E. Online formative assessment in higher education:a review of the literature[J]. Computers and education,2011,57(4):2333-2351.
[2] MCKINNEY B K. The impact of program-wide discussion board grading rubrics on students and faculty satisfaction[J]. Online learning,2018,22(2):289-299.
[3] SPATARIU A,WINSOR D L,SIMPSON C,et al. Further classification and methodological considerations of evaluations for online discussion in instructional settings[J]. Turkish online journal of educational technology-TOJET,2016,15(1):43-52.
[4]王卫军,王文君.教师如何设计网络课程[M].北京:中国社会科学出版社,2016:169.
[5]阿尔伯特·班杜拉.社会学习理论[M].陈欣银,李伯黍,译.北京:中国人民大学出版社,2015:4.
[6] BECKER G S. A theory of social interaction[J]. Journal of political economy,1974,82(6):1063-1093.
[7] WERTSCH J V. From social interaction to higher psychological processes. A clarification and application of vygotsky's theory[J].Human development,1979,22(1):1-22.
[8] SEABI J. Feuerstein's mediated learning experience as a vehicle for enhancing cognitive functioning of remedial school learners in South Africa[J]. Australian journal of educational&developmental psychology,2012(12):35-45.
[9]杜静,王晓芳.论基于社会互动理论的教师合作[J].教育研究,2016,37(11):113-118.
[10] DENNEN V P. From message posting to learning dialogues:factors affecting learner participation in asynchronous discussion[J].Distance Education,2005,26(1):127-148.
[11] MADDIX M. Generating and facilitating effective online learning through discussion[J]. Christian education journal,2012,9(2):372-385.
[12] HEW K F,CHEUNG W S,NG C S L. Student contribution in asynchronous online discussion:a review of the research and empirical exploration[J]. Instructional science,2010,38(6):573-576.
[13]余明媚,李文光,王新辉.学生投入在线讨论的影响因素研究[J].现代教育技术,2010,20(4):85-90.
[14]吴筱萌,蒋静,吴杰伟.混合式学习环境下学生网上讨论的成效及影响因素研究[J].现代远程教育研究,2011(5):59-65.
[15] CHEN B Y,DENOYELLES A,PATTON K,et al. Creating a community of inquiry in large-enrollment online courses:an exploratory study on the effect of protocols within online discussions[J]. Online learning,2017,21(1):165-188.
[16] LEE J,MARTIN L. Investigating students'perceptions of motivating factors of online class discussions[J]. International review of research in open and distributed learning,2017,18(5):148-172.
[17] XIE K,DEBACKER T K,FERGUSON C. Extending the traditional classroom through online discussion:the role of student motivation[J]. Journal of educational computing research,2006,34(1):67-89.
[18] SEO K K. Utilizing peer moderating in online discussions:addressing the controversy between teacher moderation and nonmoderation[J]. American journal of distance education,2007,21(1):21-36.
[19]赵呈领,闫莎莎,杨婷婷.非正式网络学习共同体深度互动影响因素分析[J].现代远程教育研究,2013(1):101-107.
[20] CHAN J C C,HEW K F,CHEUNG W S. Asynchronous online discussion thread development:examining growth patterns and peerfacilitation techniques[J]. Journal of computer assisted learning,2010,25(5):438-452.
[21] OSBORNE R E,KRIESE P,TOBEY H,et al. Putting it all together:incorporating"SoTL Practices"for teaching interpersonal and critical thinking skills in an online course[J]. Insight a journal of scholarly teaching,2009,4(1):45-55.
[22] POWELL R M,MURRAY O. Using storytelling strategies to improve student comprehension in online classes[J]. Journal of effective teaching,2012,12(1):46-52.
[23] MILLS J. A conceptual framework for teaching statistics from a distance[J]. Journal of effective teaching,2015,15(1):59-68.
[24] STEPHENS G E. CSI:an engaging online classroom introduction activity[J]. Journal of effective teaching,2015,15(2):69-77.
[25] WOODS K,BLISS K. Facilitating successful online discussions[J]. Journal of effective teaching,2016,16(2):76-92.
[26] DARABI A,LIANG X,SURYAVANSHI R,et al. Effectiveness of online discussion strategies:a meta-analysis[J]. American journal of distance education,2013,27(4):228-241.
[27] MCDONALD J P,ZYDNEY J M,DICHTER A,et al. Going online with protocols:new tools for teaching and learning[M]. NY:Teachers College Press,2012:128.
[28]李艳燕,马韶茜,黄荣怀.学习分析技术:服务学习过程设计和优化[J].开放教育研究,2012,18(5):18-24.
[29] MAZZOLINI M,MADDISON S. When to jump in:the role of the instructor in online discussion forums[J]. Computers and education,2007,49(2):193-213.
[30] GIKANDI J W,MORROW D,DAVIS N E. Online formative assessment in higher education:a review of the literature[J]. Computers and education,2011,57(4):2333-2351.