参与和投入而非肤浅和简单——在线学习中的深层次学习
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摘要
深层次学习一直是教学研究领域广为关注的问题,于在线学习的境脉下展现出了新的内涵和特点。但从文献回顾情况来看,国内外对在线学习中深层次学习的内涵并未形成统一的理解,也缺少清晰、系统的概念界定和特点分析框架,未能有效引导在线学习中深层次学习的实践。基于这一现状,本研究通过分析国内外深层次学习及在线学习中深层次学习的相关文献,对在线学习中的深层次学习进行了界定,建构了在线学习中深层次学习的特点及表征框架。基于文献研究,得出以下研究结论:(1)对深层次学习的界定有学习方式说、学习途径说、学习目标说、学习过程说、能力说五种不同的出发点,但都强调以学习者为中心,强调调动学生的高阶思维,达成高阶学习目标。(2)在线学习中的深层次学习是对常规教学的深层次学习继承上的发展,更强调学习者行为和情感上的表现。(3)在线学习中深层次学习特点分析框架由情感、行为和认知三个维度构成,据此分析框架可以梳理出在线学习中深层次学习的表现。本研究尝试为深入梳理促进在线学习中深层次学习发生的策略、设计促进深层次学习发生的学习活动以及测评深层次学习发生状况等提供研究基础。
Deep learning has always been a hot topic in the educational research sector but displays new features in the online learning environment. Nevertheless, consensus on deep learning has yet to be reached, hence resulting in lack of a clear and systematic conceptualization and characterization framework that can be used to guide effective practice in deep online learning. Based on a literature review,this study defines deep online learning, and constructs the characteristics and representation framework of deep online learning. Three conclusions are made accordingly. First, there are five different approaches to defining deep learning, from the perspectives of learning style, learning approaches, learning objectives, learning process and abilities. These approaches all emphasize learner-centeredness, and focus on students.higher order thinking to achieve upper-level learning objectives. Second, deep online learning is an extension of conventional deep learning, paying more attention to learners.behavioral and affective performance. Third, the analytical framework for deep online learning can be elaborated from three dimensions, i.e. affection, behaviors and cognition, hence able to expound the behavioral performance of deep online learning. This study has implications for promoting strategies, designing activities and assessing performance of deep online learning.
Deep learning has always been a hot topic in the educational research sector but displays new features in the online learning environment. Nevertheless, consensus on deep learning has yet to be reached, hence resulting in lack of a clear and systematic conceptualization and characterization framework that can be used to guide effective practice in deep online learning. Based on a literature review,this study defines deep online learning, and constructs the characteristics and representation framework of deep online learning. Three conclusions are made accordingly. First, there are five different approaches to defining deep learning, from the perspectives of learning style, learning approaches, learning objectives, learning process and abilities. These approaches all emphasize learner-centeredness, and focus on students.higher order thinking to achieve upper-level learning objectives. Second, deep online learning is an extension of conventional deep learning, paying more attention to learners.behavioral and affective performance. Third, the analytical framework for deep online learning can be elaborated from three dimensions, i.e. affection, behaviors and cognition, hence able to expound the behavioral performance of deep online learning. This study has implications for promoting strategies, designing activities and assessing performance of deep online learning.
引文
S.亚当斯贝克尔,M·卡明斯,A·戴维斯,等.2017.新媒体联盟地平线报告:2017高等教育版[J].开放学习研究(02):1-20,62.
艾媒报告.2017-11-22.2017年中国在线教育行业白皮书[EB/OL][2018-09-20].http://www.iimedia.cn/59782.html
陈丽.2004.远程教育学基础[M].北京:高等教育出版社.
杜娟,李兆君,郭丽文.2013.促进深度学习的信息化教学设计的策略研究[J].电化教育研究,34(10):14-20.
樊雅琴,王炳皓,王伟,等.2015.深度学习国内研究综述[J].中国远程教育(06):27-33,79.
郭华.2016.深度学习及其意义[J].课程·教材·教法,36(11):25-32.
纪宏璠,雷体南,方红.2015.基于ITtools3.0的深度学习过程设计与实践研究[J].现代教育技术,25(02):40-46.
教育部教育管理信息中心.2017.2017年中国互联网学习白皮书[M]北京:清华大学出版社.
康淑敏.2016.基于学科素养培育的深度学习研究[J].教育研究,37(07):111-118.
梁贞.2014.让学生享受学习[J].试题与研究:教学论坛(3):17-17.
刘红晶,谭良.2017.SPOC助学群组促进深度学习的策略和方法研究[J].电化教育研究,38(02):73-81,90.
苏宏,陈阳键,吴迪,等.2016.新媒体联盟2016地平线报告高等教育版[J].广州广播电视大学学报,16(02):1-21,107.
孙妍妍,祝智庭.2018.以深度学习培养21世纪技能--美国《为了生活和工作的学习:在21世纪发展可迁移的知识与技能》的启示[J]现代远程教育研究(03):9-18.
王怀波,李冀红,杨现民.2017.高校混合式教学中深浅层学习者行为差异研究[J].电化教育研究,38(12):44-50.
颜磊,祁冰.2017.基于学习分析的大学生深度学习数据挖掘与分析[J].现代教育技术,27(12):18-24.
杨舜然,隋毅.2017.大规模在线开放课堂下的大学生深度学习探究[J].科技资讯,15(14):156,158.
余胜泉,段金菊,崔京菁.2017.基于学习元的双螺旋深度学习模型[J]现代远程教育研究(06):37-47,56.
詹妮弗·弗雷德里克斯.2015.提高学生学习专注力的8个方法:打造深度学习课堂[M].宋伟译.北京:中国青年出版社.
朱文彬,赵淑文.2007.高等教育心理学[M].北京:首都师范大学出版社.
张浩,吴秀娟.2012.深度学习的内涵及认知理论基础探析[J].中国电化教育(10):7-11,21.
张思琦,张文兰,李宝.2016.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,35(02):64-72.
Alliance for Excellent Education.(2011).A time for deeper learning:Preparing students for a changing world.Education Digest,77(4),43-49.
Anderson,L.W.,Krathwohl,D.R.,Airasian,P.W.,Cruikshank,K.A.Mayer,R.E.et al.(2000).A Taxonomy for Learning,Teaching,and Assessing:A Revision of Bloom.s Taxonomy of Educational Objectives New York:Allyn&Bacon.
Biggs,J.,Kember,D.,&Leung,D.(2001).The revised two factor study process questionnaire:R-SPQ-2F.British Journal of Educational Psychology,71,133-149.
Cercone,K.(2008).Characteristics of adult learners with implications for online learning design.Aace Journal,16(2),137-159.
Cifuentes,L.,Alvarez X.O.,&Edwards,J.C.(2011).Learning in web2.0 environments:Surface learning and chaos or deep learning and self-regulation?.Quarterly Review of Distance Education,12(1),1-21.
Czerkawski,B.C.(2014).Designing deeper learning experiences for online instruction.Journal of Interactive Online Learning,13(2),29-40.
Delotell,P.J.,Millam,L.A.,&Reinhardt,M.M.(2010).The use of deep learning strategies in online business courses to impact student retention.American Journal of Business Education,3(12).
Dyer,S.,&Hurd,F.(2015).What.s going on?developing reflexivity in the management classroom:from surface to deep learning and everything else in between.Academy of Management Learning&Education,1234(1250),21-21.
Fink,L.D.(2003).Creating significant learning experiences.San Francisco:Jossey-Bass.
Fredricks,J.(2014).Eight Myths of Disengagement:Creating Classrooms of Deep Learning.Thousand Oaks,CA:Corwin.
Garrison,D.R.,Anderson,T.,&Archer,W.(2000).Critical inquiry in a text-based environment:computer conferencing in higher education.The Internet and Higher Education,2(2-3),87-105.
Grover,S.,Pea,R.,&Cooper,S.(2015).Designing for deeper learning in a blended computer science course for middle school students.Computer Science Education,25(2),199-237.
Ke,F.,&Xie,K.(2009).Toward deep learning for adult students in online courses.Internet&Higher Education,12(3-4),136-145.
Lee,E.,Pate,J.A.,&Cozart,D.(2015).Autonomy support for online students.Techtrends,59(4),54-61.
Lucas,U.(2001).Deep and surface approaches to learning within introductory accounting:a phenomenographic study.Accounting Education,10(2),161-184.
Majeski,R.,&Stover,M.(2007).Theoretically based pedagogical strategies leading to deep learning in asynchronous online gerontology courses.Educational Gerontology,33(3),171-185.
Marton,F.,S?lj?,R.(1976a).On qualitative differences in learning-I:Outcome and process.British Journal of Educational Psychology,46,4-11.
National Research Council.(2012).Education for life and work:Develop-ing transferable knowledge and skills in the 21st century.Washington,DC:National Academies Press.
OECD.(2011).PISA 2009 results:Overcoming social background-equity in learning opportunities and outcomes(Vol.II).Paris:OECD.
Offir,B.,Lev,Y.,&Bezalel,R.(2008).Surface and deep learning processes in distance education:synchronous versus asynchronous systems.Computers&Education,51(3),1172-1183.
P-Dec,V N.(2011).A Time for Deeper Learning:Preparing Students for a Changing World.Education Digest Essential Readings Condensed for Quick Review,77,43-49.
Pellegrino,J.W.,&Hilton,M.L.(Eds.).(2012).Education for life and work:Developing transferable knowledge and skills in the 21st century Washington,DC:The National Academies Press.
Ramsden,P.(1979).Student learning||student learning and perceptions of the academic environment.Higher Education,8(4),411-427.
Razzak,A.,&Nina.(2016).Strategies for effective faculty involvemen in online activities aimed at promoting critical thinking and deep learning.Education and Information Technologies,21(4),881-896.
Rose-Krasnor,L.(2009).Future directions in youth involvemen research.Social Development,(18),497-509.
Sawyer,R.K.(Ed.).(2006).The Cambridge handbook of the learning sciences.New York:Cambridge University Press.
Stangerhall,K.F.(2012).Multiple-choice exams:an obstacle for higher-level thinking in introductory science classes.Cbe Life Sci Educ11(3),294-306.
Weigel,V.B.(2002).Deep learning for a digital age:Technology.s untapped potentialtoenrichhighereducation.San Francisco:Jossey-Bass.
William and Flora Hewlett Foundation.(2013,04).Deeper learning competencies.Retrieved October 1,2018,from http://www.hewlett.org/uploads/documents/Deeper_Learning_Defined__April_2013.pdf
艾媒报告.2017-11-22.2017年中国在线教育行业白皮书[EB/OL][2018-09-20].http://www.iimedia.cn/59782.html
陈丽.2004.远程教育学基础[M].北京:高等教育出版社.
杜娟,李兆君,郭丽文.2013.促进深度学习的信息化教学设计的策略研究[J].电化教育研究,34(10):14-20.
樊雅琴,王炳皓,王伟,等.2015.深度学习国内研究综述[J].中国远程教育(06):27-33,79.
郭华.2016.深度学习及其意义[J].课程·教材·教法,36(11):25-32.
纪宏璠,雷体南,方红.2015.基于ITtools3.0的深度学习过程设计与实践研究[J].现代教育技术,25(02):40-46.
教育部教育管理信息中心.2017.2017年中国互联网学习白皮书[M]北京:清华大学出版社.
康淑敏.2016.基于学科素养培育的深度学习研究[J].教育研究,37(07):111-118.
梁贞.2014.让学生享受学习[J].试题与研究:教学论坛(3):17-17.
刘红晶,谭良.2017.SPOC助学群组促进深度学习的策略和方法研究[J].电化教育研究,38(02):73-81,90.
苏宏,陈阳键,吴迪,等.2016.新媒体联盟2016地平线报告高等教育版[J].广州广播电视大学学报,16(02):1-21,107.
孙妍妍,祝智庭.2018.以深度学习培养21世纪技能--美国《为了生活和工作的学习:在21世纪发展可迁移的知识与技能》的启示[J]现代远程教育研究(03):9-18.
王怀波,李冀红,杨现民.2017.高校混合式教学中深浅层学习者行为差异研究[J].电化教育研究,38(12):44-50.
颜磊,祁冰.2017.基于学习分析的大学生深度学习数据挖掘与分析[J].现代教育技术,27(12):18-24.
杨舜然,隋毅.2017.大规模在线开放课堂下的大学生深度学习探究[J].科技资讯,15(14):156,158.
余胜泉,段金菊,崔京菁.2017.基于学习元的双螺旋深度学习模型[J]现代远程教育研究(06):37-47,56.
詹妮弗·弗雷德里克斯.2015.提高学生学习专注力的8个方法:打造深度学习课堂[M].宋伟译.北京:中国青年出版社.
朱文彬,赵淑文.2007.高等教育心理学[M].北京:首都师范大学出版社.
张浩,吴秀娟.2012.深度学习的内涵及认知理论基础探析[J].中国电化教育(10):7-11,21.
张思琦,张文兰,李宝.2016.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,35(02):64-72.
Alliance for Excellent Education.(2011).A time for deeper learning:Preparing students for a changing world.Education Digest,77(4),43-49.
Anderson,L.W.,Krathwohl,D.R.,Airasian,P.W.,Cruikshank,K.A.Mayer,R.E.et al.(2000).A Taxonomy for Learning,Teaching,and Assessing:A Revision of Bloom.s Taxonomy of Educational Objectives New York:Allyn&Bacon.
Biggs,J.,Kember,D.,&Leung,D.(2001).The revised two factor study process questionnaire:R-SPQ-2F.British Journal of Educational Psychology,71,133-149.
Cercone,K.(2008).Characteristics of adult learners with implications for online learning design.Aace Journal,16(2),137-159.
Cifuentes,L.,Alvarez X.O.,&Edwards,J.C.(2011).Learning in web2.0 environments:Surface learning and chaos or deep learning and self-regulation?.Quarterly Review of Distance Education,12(1),1-21.
Czerkawski,B.C.(2014).Designing deeper learning experiences for online instruction.Journal of Interactive Online Learning,13(2),29-40.
Delotell,P.J.,Millam,L.A.,&Reinhardt,M.M.(2010).The use of deep learning strategies in online business courses to impact student retention.American Journal of Business Education,3(12).
Dyer,S.,&Hurd,F.(2015).What.s going on?developing reflexivity in the management classroom:from surface to deep learning and everything else in between.Academy of Management Learning&Education,1234(1250),21-21.
Fink,L.D.(2003).Creating significant learning experiences.San Francisco:Jossey-Bass.
Fredricks,J.(2014).Eight Myths of Disengagement:Creating Classrooms of Deep Learning.Thousand Oaks,CA:Corwin.
Garrison,D.R.,Anderson,T.,&Archer,W.(2000).Critical inquiry in a text-based environment:computer conferencing in higher education.The Internet and Higher Education,2(2-3),87-105.
Grover,S.,Pea,R.,&Cooper,S.(2015).Designing for deeper learning in a blended computer science course for middle school students.Computer Science Education,25(2),199-237.
Ke,F.,&Xie,K.(2009).Toward deep learning for adult students in online courses.Internet&Higher Education,12(3-4),136-145.
Lee,E.,Pate,J.A.,&Cozart,D.(2015).Autonomy support for online students.Techtrends,59(4),54-61.
Lucas,U.(2001).Deep and surface approaches to learning within introductory accounting:a phenomenographic study.Accounting Education,10(2),161-184.
Majeski,R.,&Stover,M.(2007).Theoretically based pedagogical strategies leading to deep learning in asynchronous online gerontology courses.Educational Gerontology,33(3),171-185.
Marton,F.,S?lj?,R.(1976a).On qualitative differences in learning-I:Outcome and process.British Journal of Educational Psychology,46,4-11.
National Research Council.(2012).Education for life and work:Develop-ing transferable knowledge and skills in the 21st century.Washington,DC:National Academies Press.
OECD.(2011).PISA 2009 results:Overcoming social background-equity in learning opportunities and outcomes(Vol.II).Paris:OECD.
Offir,B.,Lev,Y.,&Bezalel,R.(2008).Surface and deep learning processes in distance education:synchronous versus asynchronous systems.Computers&Education,51(3),1172-1183.
P-Dec,V N.(2011).A Time for Deeper Learning:Preparing Students for a Changing World.Education Digest Essential Readings Condensed for Quick Review,77,43-49.
Pellegrino,J.W.,&Hilton,M.L.(Eds.).(2012).Education for life and work:Developing transferable knowledge and skills in the 21st century Washington,DC:The National Academies Press.
Ramsden,P.(1979).Student learning||student learning and perceptions of the academic environment.Higher Education,8(4),411-427.
Razzak,A.,&Nina.(2016).Strategies for effective faculty involvemen in online activities aimed at promoting critical thinking and deep learning.Education and Information Technologies,21(4),881-896.
Rose-Krasnor,L.(2009).Future directions in youth involvemen research.Social Development,(18),497-509.
Sawyer,R.K.(Ed.).(2006).The Cambridge handbook of the learning sciences.New York:Cambridge University Press.
Stangerhall,K.F.(2012).Multiple-choice exams:an obstacle for higher-level thinking in introductory science classes.Cbe Life Sci Educ11(3),294-306.
Weigel,V.B.(2002).Deep learning for a digital age:Technology.s untapped potentialtoenrichhighereducation.San Francisco:Jossey-Bass.
William and Flora Hewlett Foundation.(2013,04).Deeper learning competencies.Retrieved October 1,2018,from http://www.hewlett.org/uploads/documents/Deeper_Learning_Defined__April_2013.pdf
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