在线学习社会临场感影响因素及学业预警研究——基于CoI理论视角
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摘要
在线学习环境中,学生与他人交流互动与感受至关重要,影响着学生的学习投入和成绩。社会临场感能够增加学习者间的社会互动,提升学习满意度与感知学习,利于培养批判性思维与促进深度学习。基于探究社区模型(Co I),采用扎根理论研究方法,对访谈数据进行质性分析,构建社会临场感影响因素模型,包括社会性(课程设计、在线学习环境)、社交空间(对交流对象的感知)和内部环境(学习者个人属性)三个维度,但其作用机制并不一致。基于上述研究,采用二元相关分析、多元回归分析构建在线学业预警模型,得出同伴交流、课程进度安排合理性、自我调节学习、与教师交互及学习动机最能解释学业成绩的结论。最后,从结构化、支架、辩论和角色扮演等方面提出社会临场感提升策略,旨在生成深层次师生交互,提高在线学习质量。
引文
[1]Moore M G,Anderson,W G.(Eds.).Handbook of Distance Education[M].London:Routledge,2007.
[2]陈丽.远程学习的教学交互模型和教学交互层次塔[J].中国远程教育,2014(3):24-28.
[3]黄庆双,李玉斌,任永功.探究社区理论视域下学习者在线学习投入影响研究[J].现代远距离教育,2018(6):73-81.
[4]胡勇.在线学习过程中的社会临场感与不同网络学习效果之间的关系初探[J].电化教育研究,2013(2):47-51.
[5]兰国帅,钟秋菊,吕彩杰,等.学习存在感与探究社区模型关系研究[J].开放教育研究,2018(2):92-107.
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[8]Short J,Williams E,Christie B.The social psychology of telecommunications[M].London:John Wiley&Sons,1976.
[9]Rourke L,Anderson T,Garrison D R,Archer W.Assessing Social Presence In Asynchronous Text-based Computer Conferencing[J].Journal of Distance Education,1999,14(3):51-70.
[10]Kreijns K,Kirscher P A,Jochems W,et al.Measuring perceived sociability of computer-supported collaborative learning environments[J].Computers&Education,2007,49(2):176-192.
[11]Biocca F,Harms C,Burgoon J.Toward a more robust theory and measure of social presence:Review and suggested criteria[J].Presence,2003,12(5):456-480.
[12]Wiener M,Mehrabian A.Language within language:Immediacy a channel in verbal communication[M].New York:Appleton-Century-Crofts,1968.
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[14]Gunawardena C N.Social presence theory and implications for interaction collaborative learning in computer conferences[J].International Journal of Educational Telecommunications,1995,1(2):147-166.
[15]Gunawardena C N,Zittle F J.Social presence as a predictor of satisfaction within a computer mediated conferencing environment[J].A-merican Journal of Distance Education,1997,11(3):8-26.
[16]Walther J B.Interpersonal effects in computer-mediated interaction:A relational perspective[J].Communication Research.1992(1):52-90.
[17]Tu C H.On-line learning migration:From social learning theory to social presence theory in CMC environment[J].Journal of Network and Computer Applications,2000,23(1):27-37.
[18]Richardson J C,Swan K.Examining social presence in online courses in relation to students’perceived learning and satisfaction[J].Journal of Asynchronous Learning Networks,2003,7(1):68-88.
[19]Garrison D R,Anderson T,Archer W.Critical inquiry in a text-based environment:Computer Conferencing in higher education[J].The Internet and Higher Education,1999,2(2/3):87-105.
[20]Garrison D R,Anderson T,Archer W.The first decade of the community of inquiry framework:A retrospective[J].Internet and Higher Education,2010,13(1-2):5-9.
[21]吴祥恩,陈晓慧,吴靖.论临场感对在线学习效果的影响[J].现代远距离教育,2017(2):24-30.
[22]Garrison D R.Thinking collaboratively:Learning in a community of inquiry[M].New York:Routledge,2016.
[23]Armellini A,Stefani M D.Social presence in the 21st century:An adjustment to the Community of Inquiry framework[J].British Journal of Educational Technology,2016,47(6):1202-1216.
[24]Glaser B G,Strauss A L.The discovery of grounded theory:Strategies for qualitative research[M].New York:Sociology Press,1967.
[25]Kreijns K,Kirschner P A,Jochems,W.The sociability of computer-supported collaborative learning environments[J].Educational Technology&Society,2002,5(1):8-22.
[26]Kreijns K,Kirschner P A,Jochems W,Van Buuren H.Determining sociability,social space,and social presence in(a)synchronous collaborative groups[J].Cyberpsychology&Behavior,2004,7(2):155-172.
[27]马安琪,姜强,赵蔚.教师ICT应用能力的影响因素及预测研究---基于人·技术·知识的统合视角[J].现代远距离教育,2018(6):21-33.
[2]陈丽.远程学习的教学交互模型和教学交互层次塔[J].中国远程教育,2014(3):24-28.
[3]黄庆双,李玉斌,任永功.探究社区理论视域下学习者在线学习投入影响研究[J].现代远距离教育,2018(6):73-81.
[4]胡勇.在线学习过程中的社会临场感与不同网络学习效果之间的关系初探[J].电化教育研究,2013(2):47-51.
[5]兰国帅,钟秋菊,吕彩杰,等.学习存在感与探究社区模型关系研究[J].开放教育研究,2018(2):92-107.
[6]Gunawardena C N,Mc Isaac M S.(Eds.).Distance education.In D.H.Jonassen.Handbook for research on educational communications and technology[M].Mahwah,NJ:Lawrence Erlbaum,2004.
[7]Garrison D R,Anderson T.E-Learning in the 21st Century:A framework for research and practice[M].London:Routledge,2003.
[8]Short J,Williams E,Christie B.The social psychology of telecommunications[M].London:John Wiley&Sons,1976.
[9]Rourke L,Anderson T,Garrison D R,Archer W.Assessing Social Presence In Asynchronous Text-based Computer Conferencing[J].Journal of Distance Education,1999,14(3):51-70.
[10]Kreijns K,Kirscher P A,Jochems W,et al.Measuring perceived sociability of computer-supported collaborative learning environments[J].Computers&Education,2007,49(2):176-192.
[11]Biocca F,Harms C,Burgoon J.Toward a more robust theory and measure of social presence:Review and suggested criteria[J].Presence,2003,12(5):456-480.
[12]Wiener M,Mehrabian A.Language within language:Immediacy a channel in verbal communication[M].New York:Appleton-Century-Crofts,1968.
[13]Argyle M,Dean J.Eye contact distance and affiliation[J].Sociometry,1965,28(3):289-304.
[14]Gunawardena C N.Social presence theory and implications for interaction collaborative learning in computer conferences[J].International Journal of Educational Telecommunications,1995,1(2):147-166.
[15]Gunawardena C N,Zittle F J.Social presence as a predictor of satisfaction within a computer mediated conferencing environment[J].A-merican Journal of Distance Education,1997,11(3):8-26.
[16]Walther J B.Interpersonal effects in computer-mediated interaction:A relational perspective[J].Communication Research.1992(1):52-90.
[17]Tu C H.On-line learning migration:From social learning theory to social presence theory in CMC environment[J].Journal of Network and Computer Applications,2000,23(1):27-37.
[18]Richardson J C,Swan K.Examining social presence in online courses in relation to students’perceived learning and satisfaction[J].Journal of Asynchronous Learning Networks,2003,7(1):68-88.
[19]Garrison D R,Anderson T,Archer W.Critical inquiry in a text-based environment:Computer Conferencing in higher education[J].The Internet and Higher Education,1999,2(2/3):87-105.
[20]Garrison D R,Anderson T,Archer W.The first decade of the community of inquiry framework:A retrospective[J].Internet and Higher Education,2010,13(1-2):5-9.
[21]吴祥恩,陈晓慧,吴靖.论临场感对在线学习效果的影响[J].现代远距离教育,2017(2):24-30.
[22]Garrison D R.Thinking collaboratively:Learning in a community of inquiry[M].New York:Routledge,2016.
[23]Armellini A,Stefani M D.Social presence in the 21st century:An adjustment to the Community of Inquiry framework[J].British Journal of Educational Technology,2016,47(6):1202-1216.
[24]Glaser B G,Strauss A L.The discovery of grounded theory:Strategies for qualitative research[M].New York:Sociology Press,1967.
[25]Kreijns K,Kirschner P A,Jochems,W.The sociability of computer-supported collaborative learning environments[J].Educational Technology&Society,2002,5(1):8-22.
[26]Kreijns K,Kirschner P A,Jochems W,Van Buuren H.Determining sociability,social space,and social presence in(a)synchronous collaborative groups[J].Cyberpsychology&Behavior,2004,7(2):155-172.
[27]马安琪,姜强,赵蔚.教师ICT应用能力的影响因素及预测研究---基于人·技术·知识的统合视角[J].现代远距离教育,2018(6):21-33.