群体感知效应促进线上协作学习成效的实证研究
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摘要
调研发现,很多线上协作学习的效果并不理想,基于MOOC的协作学习经常存在完课率低、动机难以持续保持的问题。文章从人的社会属性和社会性知识建构的视角出发,借助实证性研究范式探索了群体感知效应对线上协作学习的影响,针对线上学习中普遍存在的交互质量不佳和线上自主学习持久性不强等问题,分别从认知感知效应、社会感知效应、行为感知效应3个维度提出了有效的干预策略,形成了群体感知效应模型。最后,以3个同质教学班为研究对象,开展了5轮教学实践,论证了群体感知效应模型的有效性。研究证实:良好的群体感知效应模型能够提升线上交互质量、保持学习动机并降低线上自主学习中的孤寂感。
It is found that many collaborative online learning have been confronted with the problems such as low completion rate and difficulty in maintaining learners' motivation. From the perspective of man's social attributes and social knowledge construction, this paper explores the impact of group perception on online collaborative learning with the help of empirical research paradigm. In view of the problems in online learning, such as the poor quality of interaction and the weak durability of online autonomous learning, this paper proposes effective intervention strategies from three dimensions of cognitive perception effect, social perception effect and behavioral perception effect and forms the group perception effect model. Finally, the effectiveness of the group perception effect model is demonstrated by5 rounds of teaching practice in 3 homogeneous classes. The research proves that a good group perception effect model can improve the quality of online interaction, maintain learning motivation reduce the sense of loneliness in online autonomous learning.
It is found that many collaborative online learning have been confronted with the problems such as low completion rate and difficulty in maintaining learners' motivation. From the perspective of man's social attributes and social knowledge construction, this paper explores the impact of group perception on online collaborative learning with the help of empirical research paradigm. In view of the problems in online learning, such as the poor quality of interaction and the weak durability of online autonomous learning, this paper proposes effective intervention strategies from three dimensions of cognitive perception effect, social perception effect and behavioral perception effect and forms the group perception effect model. Finally, the effectiveness of the group perception effect model is demonstrated by5 rounds of teaching practice in 3 homogeneous classes. The research proves that a good group perception effect model can improve the quality of online interaction, maintain learning motivation reduce the sense of loneliness in online autonomous learning.
引文
[1]马秀麟,毛荷,王翠霞.从MOOC到SPOC:两种在线学习模式成效的实证研究[J].远程教育杂志,2016(4):43-51.
[2]贺斌,曹阳.SPOC:基于MOOC的教学流程创新[J].中国电化教育,2015(3):22-29.
[3]何文涛,杨开城,张慧慧.智慧教室环境下协作学习的行为构成及其特征分析[J].电化教育研究,2017(11):87-95.
[4]郑鸽,赵玉芳.社会认知基本维度对现实威胁感知的作用研究[J].心理科学,2016(6):1434-1440.
[5]杨文阳,胡卫平.CSCL中学习动机对知识获取和学习活动影响的实证研究[J].电化教育研究,2015(2):32-37.
[6]BODEMER DAN,DEHLER JESS.Group awareness in CSCL environments[J].Computers in human behavior,2010,27(3):1043-1045.
[7]梁妙,郑兰琴.支持协作学习的觉知工具:研究现状总结与思考[J].远程教育杂志,2012(4):30-39.
[8]BAMES C.MOOCs:the challenges for academic librarians[J].Australian academic&research libraries,2013,44(3):163-175.
[9]马秀麟,赵国庆,邬彤.翻转课堂促进大学生自主学习能力发展的实证研究---基于大学计算机公共课的实践[J].中国电化教育,2016(7):99-106,136.
[10]吴青,罗儒国.智能教学系统中支持协作学习的群体感知模型[J].现代远程教育研究,2013(4):107-112.
[11]马秀麟,苏幼园,梁静.移动学习环境中注意力保持及学习行为控制模型的研究[J].远程教育杂志,2018(2):56-66.
[12]马秀麟,赵国庆,邬彤.大学信息技术公共课翻转课堂教学的实证研究[J].远程教育杂志,2013(1):79-85.
[13]胡丽萍,谢幼如,李亮.概念图在协作知识建构评价中的应用研究[J].现代教育技术,2009(6):232-235.
[14]王颖,张金磊,张宝辉.大规模网络开放课程(MOOC)典型项目特征分析及启示[J].远程教育杂志,2013(8):67-75.
[15]姜宛彤,王翠萍,唐烨伟,张艳婷.构建基于知识地图的微课程研究[J].电化教育研究,2016(12):93-98,105.
[2]贺斌,曹阳.SPOC:基于MOOC的教学流程创新[J].中国电化教育,2015(3):22-29.
[3]何文涛,杨开城,张慧慧.智慧教室环境下协作学习的行为构成及其特征分析[J].电化教育研究,2017(11):87-95.
[4]郑鸽,赵玉芳.社会认知基本维度对现实威胁感知的作用研究[J].心理科学,2016(6):1434-1440.
[5]杨文阳,胡卫平.CSCL中学习动机对知识获取和学习活动影响的实证研究[J].电化教育研究,2015(2):32-37.
[6]BODEMER DAN,DEHLER JESS.Group awareness in CSCL environments[J].Computers in human behavior,2010,27(3):1043-1045.
[7]梁妙,郑兰琴.支持协作学习的觉知工具:研究现状总结与思考[J].远程教育杂志,2012(4):30-39.
[8]BAMES C.MOOCs:the challenges for academic librarians[J].Australian academic&research libraries,2013,44(3):163-175.
[9]马秀麟,赵国庆,邬彤.翻转课堂促进大学生自主学习能力发展的实证研究---基于大学计算机公共课的实践[J].中国电化教育,2016(7):99-106,136.
[10]吴青,罗儒国.智能教学系统中支持协作学习的群体感知模型[J].现代远程教育研究,2013(4):107-112.
[11]马秀麟,苏幼园,梁静.移动学习环境中注意力保持及学习行为控制模型的研究[J].远程教育杂志,2018(2):56-66.
[12]马秀麟,赵国庆,邬彤.大学信息技术公共课翻转课堂教学的实证研究[J].远程教育杂志,2013(1):79-85.
[13]胡丽萍,谢幼如,李亮.概念图在协作知识建构评价中的应用研究[J].现代教育技术,2009(6):232-235.
[14]王颖,张金磊,张宝辉.大规模网络开放课程(MOOC)典型项目特征分析及启示[J].远程教育杂志,2013(8):67-75.
[15]姜宛彤,王翠萍,唐烨伟,张艳婷.构建基于知识地图的微课程研究[J].电化教育研究,2016(12):93-98,105.