国外近十年深度学习实证研究综述——主题、情境、方法及结果
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摘要
为厘清国外教育领域深度学习的研究进展,选取Web of Science、Springer、ScienceDirect等数据库的85篇文献(2008—2018年),依据实证研究的核心要素建立编码体系进行内容分析。结果表明:(1)研究主题集中在深度学习策略、方式和评价三个方面;(2)比格斯、马顿&塞尔乔、恩特威斯尔&拉姆斯顿提出的深度学习概念框架得到较多认可;(3)深度学习在各类学科情境中广泛应用,但研究对象多为大学生;(4)实证研究数据呈现以量化分析为主、质性分析为辅的特征,混合分析日益得到重视;(5)自我报告量表、编码标准、条件化测量、眼动追踪是深度学习的主要测量方法;(6)深度学习的有效性突出表现在学业成绩、知识理解、学习体验、思维与能力发展等方面。
In order to clarify the research progress of deep learning in education abroad, 85 papers are selected from Web of Science, Springer, ScienceDirect and other databases(2008-2018). Then a coding system is established based on the core elements of empirical research for content analysis.The results indicate that:(1) the research themes mainly focus on three aspects of deep learning strategies,approaches and evaluation;(2) The conceptual frameworks of deep learning proposed by Biggs, Marton &Saljo and Entwistle are widely recognized;(3) Deep learning is closely used in various subject contexts, but the research objects are mostly college students;(4) Research data is mainly analyzed by quantitative methods, which is supplemented by qualitative methods, while mixed analysis is increasingly valued;(5)Self-report scale, coding standard, conditional measurement and eye movement tracking are the main measuring methods of deep learning;(6) The effectiveness of deep learning is highlighted in academic performance, knowledge understanding, learning experience, the development of thinking and competence.
In order to clarify the research progress of deep learning in education abroad, 85 papers are selected from Web of Science, Springer, ScienceDirect and other databases(2008-2018). Then a coding system is established based on the core elements of empirical research for content analysis.The results indicate that:(1) the research themes mainly focus on three aspects of deep learning strategies,approaches and evaluation;(2) The conceptual frameworks of deep learning proposed by Biggs, Marton &Saljo and Entwistle are widely recognized;(3) Deep learning is closely used in various subject contexts, but the research objects are mostly college students;(4) Research data is mainly analyzed by quantitative methods, which is supplemented by qualitative methods, while mixed analysis is increasingly valued;(5)Self-report scale, coding standard, conditional measurement and eye movement tracking are the main measuring methods of deep learning;(6) The effectiveness of deep learning is highlighted in academic performance, knowledge understanding, learning experience, the development of thinking and competence.
引文
[1]亚当斯·贝克尔,卡明斯,戴维斯,等.新媒体联盟地平线报告:2017高等教育版[J].北京广播电视大学学报,2017(2):1-20.
[2]LUEG R,LUEG K,LAURIDSEN O.Aligning seminars with Bologna requirements:reciprocal peer tutoring,the solo taxonomy and deep learning[J].Studies in higher education,2016,41(9):1674-1691.
[3]祝智庭,彭红超.深度学习:智慧教育的核心支柱[J].中国教育学刊,2017(5):36-45.
[4]刘选,田党瑞,汪燕.我们需要什么样的实证研究:类型与应用模式---以《现代远程教育研究》2010-2017年195篇实证研究论文为例[J].现代远程教育研究,2018(4):49-58.
[5]谢幼如,李克东.教育技术学研究方法基础[M].北京:高等教育出版社,2006.
[6]DINSMORE D L,ALEXANDER P A.A critical discussion of deep and surface processing:what it means,how it is measured,the role of context,and model specification[J].Educational psychology review,2012:24(4):499-567.
[7]POSTAREFF L,PARPALA A,SARI LINDBLOM-YLANNE.Factors contributing to changes in a deep approach to learning in different learning environments[J].Learning environments research,2015,18(3):315-333.
[8]PHAN H P.Relations between goals,self-efficacy,critical thinking and deep processing strategies:a path analysis[J].Educational psychology,2009,29(7):777-799.
[9]PENG J,WANG M,SAMPSON D.Visualizing the complex process for deep learning with an authentic programming project[J].Educational technology&society,2017,20(4):275-287.
[10]PEGRUM M,BARTLE E,LONGNECKER N.Can creative podcasting promote deep learning?The use of podcasting for learning content in an undergraduate science unit[J].British journal of educational technology,2015,46(1):142-152.
[11]TURNER M,BASKERVILLE R.The experience of deep learning by accounting students[J].Accounting education,2013,22(6):582-604.
[12]GREEN G P,KELLY B D,PETERSON D J,et al.Using integrative graphic assignments to promote deep learning of the market mechanism[J].Journal of economic education,2015,46(1):28-44.
[13]LYNCH R,MCNAMARA P M,SEERY N.Promoting deep learning in a teacher education programme through self-and peerassessment and feedback[J].European journal of teacher education,2012,35(2):179-197.
[14]DUMMER T J B,COOK I G,PARKER S L,et al.Promoting and assessing‘deep learning’in geography fieldwork:an evaluation of reflective field diaries[J].Journal of geography in higher education,2008,32(3):459-479.
[15]MARTON F,SALJO R.On qualtative differences in learning:i-outcome and process[J].British journal of educational psychology,1976,46(1):4-11.
[16]ENTWISTLE N,RAMSDEN P.Understanding student learning[M].New York:Croom Helm,1982.
[17]BIGGS J.Student approaches to learning and studying.Research monograph[M].Australian Council for Educational Research Ltd.Radford House,Frederick St.Hawthorn 3122,Australia.1987.
[18]ROCCONI L M,RIBERA A K,LAIRD T F N.College seniors'plans for graduate school:do deep approaches learning and holland academic environments matter?[J].Research in higher education,2015,56(2):178-201.
[19]GOMOLL A,HMELO-SILVER C,SELMA SABANOVIC,et al.Moving apart and coming together:discourse,engagement,and deep learning[J].Educational technology&society,2017,20(4):219-232.
[20]TSAUSHU M,TAL T,SAGY O,et al.Peer learning and support of technology in an undergraduate biology course to enhance deep learning[J].Cell biology education,2012,11(4):402-412.
[21]ADLER J,HOSSAIN S,STEVENSON M,et al.Mathematics for teaching and deep subject knowledge:voices of mathematics enhancement course students in England[J].Journal of mathematics teacher education,2014,17(2):129-148.
[22]PUGH K J,LINNENBRINK-GARCIA L,KOSKEY K L K,et al.Motivation,learning,and transformative experience:a study of deep engagement in science[J].Science education,2010,94(1):1-28.
[23]STOTT A,HATTINGH A.Conceptual tutoring software for promoting deep learning:a case study[J].Journal of educational technology&society,2015,18(2):179-194.
[24]SALMERON L,NAUMANN J,GARCIA V,et al.Scanning and deep processing of information in hypertext:an eye tracking and cued retrospective think-aloud study[J].Journal of computer assisted learning,2017,33(3):222-233.
[25]BIGGS J,KEMBER D,LEUNG D Y P.The revised two-factor study process questionnaire:R-SPQ-2F[J].British journal of educational psychology,2001,71(1),133-149.'
[26]National Survey of Student Engagement Institude.The NSSE 2000 report:national benchmarks of effective educational practice[R].Bloomington,IN:Indiana University Center for Postsecondary Research,2000.
[27]ENTWISTLE N,MCCUNE V.The conceptual base of study strategies inventories[J].Educational psychology review,2004,16:325-345.
[28]TAIT H,ENTWISTLE N,MCCUNE V.ASSIST:a reconceptualisation of the approaches to studying inventory.In C.Rust(Ed.),Improving student learning:improving students as learners[R].Oxford:Oxford Centre for Staff and Learning Development,1998:262-271.
[29]PINTRICH P R,SMITH D A F,GARCIA T,et al.Reliability and predictive validity of the motivated strategies for learning questionnaire(MSLQ)[J].Educational and psychological measurement,1993,53(3):801-813.
[30]ENGEL S,PALLAS J,LAMBERT S.Model United Nations and deep learning:theoretical and professional learning[J].Journal of political science education,2017,13(2):171-184.
[31]张思琦,张文兰,李宝.国外近十年深度学习的研究现状与发展趋势---基于引文分析及共词矩阵的知识图谱分析[J].远程教育杂志,2016,35(2):64-72.
[32]卜彩丽.深度学习视域下翻转课堂教学理论与实践研究[D].西安:陕西师范大学,2018.
[33]李玉斌,苏丹蕊,李秋雨,等.面向混合学习环境的大学生深度学习量表编制[J].电化教育研究,2018(12):94-101.
[34]约翰·比格斯,凯瑟琳·唐.卓越的大学教学---建构教与学的一致性[M].王颖,丁妍,高洁,译.上海:复旦大学出版社,2015.
[35]William and Flora Hewlett Foundation.Deeper learning strategic plan summary education program[EB/OL].[2018-11-30].https://hewlett.org/wp-content/uploads/2016/09/Education_Deeper_Learning_Strategy.pdf.
[36]何克抗.深度学习:网络时代学习方式的变革[J].教育研究,2018(5):111-115.
[37]杨玉琴,倪娟.深度学习:指向核心素养的教学变革[J].当代教育科学,2017(8):43-47.
[2]LUEG R,LUEG K,LAURIDSEN O.Aligning seminars with Bologna requirements:reciprocal peer tutoring,the solo taxonomy and deep learning[J].Studies in higher education,2016,41(9):1674-1691.
[3]祝智庭,彭红超.深度学习:智慧教育的核心支柱[J].中国教育学刊,2017(5):36-45.
[4]刘选,田党瑞,汪燕.我们需要什么样的实证研究:类型与应用模式---以《现代远程教育研究》2010-2017年195篇实证研究论文为例[J].现代远程教育研究,2018(4):49-58.
[5]谢幼如,李克东.教育技术学研究方法基础[M].北京:高等教育出版社,2006.
[6]DINSMORE D L,ALEXANDER P A.A critical discussion of deep and surface processing:what it means,how it is measured,the role of context,and model specification[J].Educational psychology review,2012:24(4):499-567.
[7]POSTAREFF L,PARPALA A,SARI LINDBLOM-YLANNE.Factors contributing to changes in a deep approach to learning in different learning environments[J].Learning environments research,2015,18(3):315-333.
[8]PHAN H P.Relations between goals,self-efficacy,critical thinking and deep processing strategies:a path analysis[J].Educational psychology,2009,29(7):777-799.
[9]PENG J,WANG M,SAMPSON D.Visualizing the complex process for deep learning with an authentic programming project[J].Educational technology&society,2017,20(4):275-287.
[10]PEGRUM M,BARTLE E,LONGNECKER N.Can creative podcasting promote deep learning?The use of podcasting for learning content in an undergraduate science unit[J].British journal of educational technology,2015,46(1):142-152.
[11]TURNER M,BASKERVILLE R.The experience of deep learning by accounting students[J].Accounting education,2013,22(6):582-604.
[12]GREEN G P,KELLY B D,PETERSON D J,et al.Using integrative graphic assignments to promote deep learning of the market mechanism[J].Journal of economic education,2015,46(1):28-44.
[13]LYNCH R,MCNAMARA P M,SEERY N.Promoting deep learning in a teacher education programme through self-and peerassessment and feedback[J].European journal of teacher education,2012,35(2):179-197.
[14]DUMMER T J B,COOK I G,PARKER S L,et al.Promoting and assessing‘deep learning’in geography fieldwork:an evaluation of reflective field diaries[J].Journal of geography in higher education,2008,32(3):459-479.
[15]MARTON F,SALJO R.On qualtative differences in learning:i-outcome and process[J].British journal of educational psychology,1976,46(1):4-11.
[16]ENTWISTLE N,RAMSDEN P.Understanding student learning[M].New York:Croom Helm,1982.
[17]BIGGS J.Student approaches to learning and studying.Research monograph[M].Australian Council for Educational Research Ltd.Radford House,Frederick St.Hawthorn 3122,Australia.1987.
[18]ROCCONI L M,RIBERA A K,LAIRD T F N.College seniors'plans for graduate school:do deep approaches learning and holland academic environments matter?[J].Research in higher education,2015,56(2):178-201.
[19]GOMOLL A,HMELO-SILVER C,SELMA SABANOVIC,et al.Moving apart and coming together:discourse,engagement,and deep learning[J].Educational technology&society,2017,20(4):219-232.
[20]TSAUSHU M,TAL T,SAGY O,et al.Peer learning and support of technology in an undergraduate biology course to enhance deep learning[J].Cell biology education,2012,11(4):402-412.
[21]ADLER J,HOSSAIN S,STEVENSON M,et al.Mathematics for teaching and deep subject knowledge:voices of mathematics enhancement course students in England[J].Journal of mathematics teacher education,2014,17(2):129-148.
[22]PUGH K J,LINNENBRINK-GARCIA L,KOSKEY K L K,et al.Motivation,learning,and transformative experience:a study of deep engagement in science[J].Science education,2010,94(1):1-28.
[23]STOTT A,HATTINGH A.Conceptual tutoring software for promoting deep learning:a case study[J].Journal of educational technology&society,2015,18(2):179-194.
[24]SALMERON L,NAUMANN J,GARCIA V,et al.Scanning and deep processing of information in hypertext:an eye tracking and cued retrospective think-aloud study[J].Journal of computer assisted learning,2017,33(3):222-233.
[25]BIGGS J,KEMBER D,LEUNG D Y P.The revised two-factor study process questionnaire:R-SPQ-2F[J].British journal of educational psychology,2001,71(1),133-149.'
[26]National Survey of Student Engagement Institude.The NSSE 2000 report:national benchmarks of effective educational practice[R].Bloomington,IN:Indiana University Center for Postsecondary Research,2000.
[27]ENTWISTLE N,MCCUNE V.The conceptual base of study strategies inventories[J].Educational psychology review,2004,16:325-345.
[28]TAIT H,ENTWISTLE N,MCCUNE V.ASSIST:a reconceptualisation of the approaches to studying inventory.In C.Rust(Ed.),Improving student learning:improving students as learners[R].Oxford:Oxford Centre for Staff and Learning Development,1998:262-271.
[29]PINTRICH P R,SMITH D A F,GARCIA T,et al.Reliability and predictive validity of the motivated strategies for learning questionnaire(MSLQ)[J].Educational and psychological measurement,1993,53(3):801-813.
[30]ENGEL S,PALLAS J,LAMBERT S.Model United Nations and deep learning:theoretical and professional learning[J].Journal of political science education,2017,13(2):171-184.
[31]张思琦,张文兰,李宝.国外近十年深度学习的研究现状与发展趋势---基于引文分析及共词矩阵的知识图谱分析[J].远程教育杂志,2016,35(2):64-72.
[32]卜彩丽.深度学习视域下翻转课堂教学理论与实践研究[D].西安:陕西师范大学,2018.
[33]李玉斌,苏丹蕊,李秋雨,等.面向混合学习环境的大学生深度学习量表编制[J].电化教育研究,2018(12):94-101.
[34]约翰·比格斯,凯瑟琳·唐.卓越的大学教学---建构教与学的一致性[M].王颖,丁妍,高洁,译.上海:复旦大学出版社,2015.
[35]William and Flora Hewlett Foundation.Deeper learning strategic plan summary education program[EB/OL].[2018-11-30].https://hewlett.org/wp-content/uploads/2016/09/Education_Deeper_Learning_Strategy.pdf.
[36]何克抗.深度学习:网络时代学习方式的变革[J].教育研究,2018(5):111-115.
[37]杨玉琴,倪娟.深度学习:指向核心素养的教学变革[J].当代教育科学,2017(8):43-47.