网络学习中学习者学习行为记录模块的设计开发及相关数据分析研究
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摘要
由于计算机网络技术的不断发展,基于因特网的网络学习成为世界关注的新兴网络应用。在我国随着网络教育规模扩张阶段的结束,学习成效成为网络教育可持续发展的瓶颈,探究如何提高网络学习者学业成绩,即对影响学业成绩的关键——网络学习行为的研究是一个具有现实意义的课题。
有调查表明网络学习中影响学习效果的最主要的因素就是教学交互活动。本文通过对网络学习者交互行为特征的分析,将教学交互简单分为两个基本类型:“人——人”交互和“人——内容”交互,并据此界定了可观测的网络学习行为,进而构建出网络学习行为模型,以此作为编程实现学习行为自动跟踪记录模块的设计依据。该模块实现了对网络学习者的学习行为(包括讨论发帖累计次数和文字长度,浏览教学内容累计时间和次数)进行采集、统计和简单反馈等功能。
本研究以《网络课程》作为实践课程内容,选取内蒙古师范大学教育技术专业学生为样本,采集了学习者利用学习行为记录模块在线学习《网络课程》的学习行为数据。利用相关分析测定采集到的各种行为数据与网络学习者学业成绩之间的相关程度,最后采用回归分析建立网络学习行为和学业成绩的影响因素模型。模型分析结果表明:采集到的网络学习行为数据中,讨论发帖累计次数和浏览教学内容累计时间对学业成绩的影响最显著;学业成绩的全部变异中能够通过回归关系被这两种行为解释的比例为92.5%,而且前者较后者对学业成绩的影响更大。
在对学习行为数据分析的过程中,学习者特征成为一个影响网络交互行为并最终影响学业成绩的不可忽视的因素。因此,本研究采用学习风格三个维度中生理维度的测量量表调查了学习者学习风格倾向。利用三维列联表分析了对于《网络课程》不同的知识类型,学习者学习风格、选择的内容呈现方式与学业成绩的关系。研究结果表明:学习概念性知识时,学习风格为动视听型和动视型的学习者,使用电子课本呈现方式进行学习后取得的该类知识的及格率较使用课堂录像呈现方式取得的及格率高;当学习程序性知识时,学习风格为动视听型的学习者,使用课堂录像呈现方式进行学习后取得的该类知识的及格率明显较使用电子课本呈现方式取得的及格率高。
通过本研究,分析指出了网络学习行为、学习风格、呈现方式等影响因素与学业成绩的关系,并揭示了这些关系对网络学习实践的启示,希望能给网络学习者、任课教师、助教、网络教育学院提供一个参考,以改善网络教学环境,提升学习成效。
With the development of the computer network technology, the distance education based on the internet has become a new developing application. In our country, learning effect becomes the bottleneck as the end of expanding stage of E-learning arrives, so it is a very significant topic in practice to investigate how to enhance performance of E-learning,i.e. research the E-learning behavior that is the key of influencing performance.
Investigation shows that the major influence factor to performance is instructional interaction activity.In this thesis, we divided instructional interaction into two elementary types, the interaction between people and people and the interaction between people and content,after analyzing E-learning learner’s characteristics of interaction activity. We defined observable E-learning behavior and built an E-learning behavior’s model that was the foundation of realization of automatic record module.This module can gather, count and simply feedback to E-learning behavior that includes the sum of posted topics, the count of words of topics, the time and the count of reading instructional content.
Online Course was chosen the practicing content of course.The sample was the students who majored in educational technology in Innermongolia Normal University. We made use of the record module of E-learning behavior to gather the data of learner’s behavior when they were studying Online Course. By using correlation analysis to determine the correlational level between the data of behavior and performance and stepwise Regression Statistic method to build a model of influencing factors between E-learning behavior and performance, it conducted that the sum of posted topics and the time of reading instructional content both have notable influence on performance. About 92.5 percent of total variation of performance depended on these two kinds of behavior and the former has deeper influence on performance than the latter.
In the process of analyzing data of E-learning behavior, learning style is a factor that should not to be ignored, which influence E-learning interaction behavior and then performance.Therefore we selected the questionnaire of physiological dimension to investigate learning style. By using Crosstabs analysis to determine the correlation between the learning style, the mode of instruction content presentation and the performance for the different kind of knowledge, it conducted that the learners’rate of pass who utilized electronic textbook were higher than the learners’rate of pass who utilized video of class for study when they studied notional knowledge.However, when they studied procedural knowledge, the learners’rate of pass who utilized video of class were higher than the learners’rate of pass who utilized electronic textbook for study.
According to this research, we analysed and concluded the correlation between performance and some influence factor that includes E-learning behavior, learning style and the mode of the instruction content presentation. In order to create a superior environment of E-learning and enhance performance, some relevant suggestions were proposed to learners, teachers, assistants and Distance Education Colleges.
有调查表明网络学习中影响学习效果的最主要的因素就是教学交互活动。本文通过对网络学习者交互行为特征的分析,将教学交互简单分为两个基本类型:“人——人”交互和“人——内容”交互,并据此界定了可观测的网络学习行为,进而构建出网络学习行为模型,以此作为编程实现学习行为自动跟踪记录模块的设计依据。该模块实现了对网络学习者的学习行为(包括讨论发帖累计次数和文字长度,浏览教学内容累计时间和次数)进行采集、统计和简单反馈等功能。
本研究以《网络课程》作为实践课程内容,选取内蒙古师范大学教育技术专业学生为样本,采集了学习者利用学习行为记录模块在线学习《网络课程》的学习行为数据。利用相关分析测定采集到的各种行为数据与网络学习者学业成绩之间的相关程度,最后采用回归分析建立网络学习行为和学业成绩的影响因素模型。模型分析结果表明:采集到的网络学习行为数据中,讨论发帖累计次数和浏览教学内容累计时间对学业成绩的影响最显著;学业成绩的全部变异中能够通过回归关系被这两种行为解释的比例为92.5%,而且前者较后者对学业成绩的影响更大。
在对学习行为数据分析的过程中,学习者特征成为一个影响网络交互行为并最终影响学业成绩的不可忽视的因素。因此,本研究采用学习风格三个维度中生理维度的测量量表调查了学习者学习风格倾向。利用三维列联表分析了对于《网络课程》不同的知识类型,学习者学习风格、选择的内容呈现方式与学业成绩的关系。研究结果表明:学习概念性知识时,学习风格为动视听型和动视型的学习者,使用电子课本呈现方式进行学习后取得的该类知识的及格率较使用课堂录像呈现方式取得的及格率高;当学习程序性知识时,学习风格为动视听型的学习者,使用课堂录像呈现方式进行学习后取得的该类知识的及格率明显较使用电子课本呈现方式取得的及格率高。
通过本研究,分析指出了网络学习行为、学习风格、呈现方式等影响因素与学业成绩的关系,并揭示了这些关系对网络学习实践的启示,希望能给网络学习者、任课教师、助教、网络教育学院提供一个参考,以改善网络教学环境,提升学习成效。
With the development of the computer network technology, the distance education based on the internet has become a new developing application. In our country, learning effect becomes the bottleneck as the end of expanding stage of E-learning arrives, so it is a very significant topic in practice to investigate how to enhance performance of E-learning,i.e. research the E-learning behavior that is the key of influencing performance.
Investigation shows that the major influence factor to performance is instructional interaction activity.In this thesis, we divided instructional interaction into two elementary types, the interaction between people and people and the interaction between people and content,after analyzing E-learning learner’s characteristics of interaction activity. We defined observable E-learning behavior and built an E-learning behavior’s model that was the foundation of realization of automatic record module.This module can gather, count and simply feedback to E-learning behavior that includes the sum of posted topics, the count of words of topics, the time and the count of reading instructional content.
Online Course was chosen the practicing content of course.The sample was the students who majored in educational technology in Innermongolia Normal University. We made use of the record module of E-learning behavior to gather the data of learner’s behavior when they were studying Online Course. By using correlation analysis to determine the correlational level between the data of behavior and performance and stepwise Regression Statistic method to build a model of influencing factors between E-learning behavior and performance, it conducted that the sum of posted topics and the time of reading instructional content both have notable influence on performance. About 92.5 percent of total variation of performance depended on these two kinds of behavior and the former has deeper influence on performance than the latter.
In the process of analyzing data of E-learning behavior, learning style is a factor that should not to be ignored, which influence E-learning interaction behavior and then performance.Therefore we selected the questionnaire of physiological dimension to investigate learning style. By using Crosstabs analysis to determine the correlation between the learning style, the mode of instruction content presentation and the performance for the different kind of knowledge, it conducted that the learners’rate of pass who utilized electronic textbook were higher than the learners’rate of pass who utilized video of class for study when they studied notional knowledge.However, when they studied procedural knowledge, the learners’rate of pass who utilized video of class were higher than the learners’rate of pass who utilized electronic textbook for study.
According to this research, we analysed and concluded the correlation between performance and some influence factor that includes E-learning behavior, learning style and the mode of the instruction content presentation. In order to create a superior environment of E-learning and enhance performance, some relevant suggestions were proposed to learners, teachers, assistants and Distance Education Colleges.
引文
[1] 陈时见、王冲:《论网络学习资源的意义、功能与类型》,《电化教育研究》2003 年第 10 期,第 50-54 页
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[4] Jia-Jiunn Lo,Pai-Chuan Shu. Identification of learning styles online by observing learners' browsing behaviour through a neural network, 32nd ASEE/IEEE Frontiers in Education Conference[C].2002
[5] Wan-I Leel, Bih-Yaw Shih etc.The application of KANO's model for improving Web-based learning performance.32nd ASEE/IEEE Frontiers in Education Conference[C].2002
[6] Karin Anna Hummel, Helmut Hlavacs Anytime. Anywhere Learning Behavior Using a Web-Based Platform for a University Lecture.[EB/OL]. www.ani.univie.ac.At/~hlavacs / publications/ssgrr_winter03.pdf. 2006-3-1
[7] 黄萍.高校学生网络自主学习行为的调查研究[J].开放教育研究,2004(6)
[8] 郭宏群,钱红.大学生网络教育价值的认知水平和网络学习行为的调查研究[J].中共杭州市委党校学报,2002 (5)
[9] 李瑛.基于网络环境下学生自主学习行为的研究[J].湖南电大学报,2004(2)
[10] 罗立胜,何福胜,杨芳.理工科学生外语学习行为模式的探讨[J].外语与外语教学,2001(9)
[11] 胡运安等.基于 SCORM 的学习行为采集模型的设计与实现[J].计算机工程与应用,2004(33)
[12] 张建伟,孙燕青.多媒体与网络学习的心理机制[J].外语电化教学,2004(4)
[13] 陈丽《远程教育学基础》P87
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[19] 邓文渊,陈惠贞等,ASP 与网页数据库设计,中国铁道出版社,2001
[20] 林风,李维章等,动态网页设计捷径——ASP,西安电子科技大学出版社,2000
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2.中国网民突破 6000 万,中国远程教育资讯版,2003, 4, 9.
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5.何克抗.e-Learning 的本质——信息技术与学科课程的整合[J].电化教育研究,2002,(1).
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[4] Jia-Jiunn Lo,Pai-Chuan Shu. Identification of learning styles online by observing learners' browsing behaviour through a neural network, 32nd ASEE/IEEE Frontiers in Education Conference[C].2002
[5] Wan-I Leel, Bih-Yaw Shih etc.The application of KANO's model for improving Web-based learning performance.32nd ASEE/IEEE Frontiers in Education Conference[C].2002
[6] Karin Anna Hummel, Helmut Hlavacs Anytime. Anywhere Learning Behavior Using a Web-Based Platform for a University Lecture.[EB/OL]. www.ani.univie.ac.At/~hlavacs / publications/ssgrr_winter03.pdf. 2006-3-1
[7] 黄萍.高校学生网络自主学习行为的调查研究[J].开放教育研究,2004(6)
[8] 郭宏群,钱红.大学生网络教育价值的认知水平和网络学习行为的调查研究[J].中共杭州市委党校学报,2002 (5)
[9] 李瑛.基于网络环境下学生自主学习行为的研究[J].湖南电大学报,2004(2)
[10] 罗立胜,何福胜,杨芳.理工科学生外语学习行为模式的探讨[J].外语与外语教学,2001(9)
[11] 胡运安等.基于 SCORM 的学习行为采集模型的设计与实现[J].计算机工程与应用,2004(33)
[12] 张建伟,孙燕青.多媒体与网络学习的心理机制[J].外语电化教学,2004(4)
[13] 陈丽《远程教育学基础》P87
[14] R·赖丁等著,庞维国译,认知风格与学习策略[M],上海:华东师大出版社,2003.4.P145-147
[15] 施良方,学习论[M],北京:人民教育出版社,2001.5. P467
[16] 何克抗,e-learning 的本质——信息技术与学科课程的整合,电化教育研究,2002 年第 1期。
[17][18] 靳丽,田振清. 网络学习中可观测学习行为模型的构建与分析[J]
[19] 邓文渊,陈惠贞等,ASP 与网页数据库设计,中国铁道出版社,2001
[20] 林风,李维章等,动态网页设计捷径——ASP,西安电子科技大学出版社,2000
1.章正宜,赵坤.从美国网络教育现状谈我国网络教育之问题及对策[J],教育技术研究,2003,(2).
2.中国网民突破 6000 万,中国远程教育资讯版,2003, 4, 9.
3.徐睁.网络课程开发现状和发展趋势[J].中国远程教育,2003, 15, P39.
4.胡欣,刘惠芳.网络学习中的信息交互——网络课程个案调查结果的启示[J].2001. http://zkw.swufe.edu.cn/~e_learning/swnu_e_learning/2001nh/6-4.doc
5.何克抗.e-Learning 的本质——信息技术与学科课程的整合[J].电化教育研究,2002,(1).
6.张珠龙.网络教学的现状及其对未来教育的影响[J].网络教育研究,2002,(9). http://www.vschool.net.cn/elr/zhuanti/xianzhzw.htm
7.王碧清,张春信.开放教育学生网上学习的调查与分析[J].中国远程教育,2001,10,24-28.
8.Moore,M.(1989).Three types of interaction, The American Journal of Distance Education
9.陈丽.远程教育中交互规律的认识脉络和研究现状[J].中国远程教育,2004,(1).
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