群体在线学习过程分析:学习者角色的动态转换
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摘要
网络平台的教学应用,充分激发了在线学习者知识建构的自主性和社会性,学习者在在线学习过程中一人饰多角。目前,面对复杂的网络环境和在线学习状况,鲜有研究者分析学习者角色动态转换过程。从对话学习理论出发,结合现有研究将学习者划分出三种类型十五个角色进行编码分析,主要运用滞后序列分析法从同维度和跨维度两个方面分析讨论角色之间的转换路径。研究得出五个结论并提出相关建议:认知型与反思型角色转换频繁,应抓住角色转换路径并合理制定在线学习策略;低阶角色相对处于集中状态,可设计引领式在线学习活动引导角色转换;多数角色具有持续性和稳定性,为在线学习干预提供契机;在线论坛比较缺乏中介者角色,发展内部成员搭建沟通桥梁;协调者是重要的社区情感维系者,应密切关注其动态并引导。
The teaching application of the network platform has fully stimulated the autonomy and social characteristics of online learners' knowledge construction,and the learners play multiple roles in the online learning process. At present,in the face of complex network environment and online learning status,few researchers analyze the dynamic transformation process of learner roles. Based on the theory of dialogue learning,this paper combines the existing research to divide the fifteen roles of the three types for coding analysis. The lag sequence analysis method is used to analyze the transition paths between roles from the same dimension and cross-dimensional. The study summarizes the five conclusions and puts forward relevant suggestions: Cognitive and reflective roles are frequently changed,and the role transformation path should be grasped and the online learning strategy should be rationally developed; the lower-order roles are relatively concentrated,and the leading online learning activities can be designed to guide the role transformation;most roles have continuity and stability,providing an opportunity for online learning intervention; online forums lack the role of intermediary,develop internal members to build communication bridges; coordinators are important community emotional maintenance,should pay close attention to its dynamics and guidance.
The teaching application of the network platform has fully stimulated the autonomy and social characteristics of online learners' knowledge construction,and the learners play multiple roles in the online learning process. At present,in the face of complex network environment and online learning status,few researchers analyze the dynamic transformation process of learner roles. Based on the theory of dialogue learning,this paper combines the existing research to divide the fifteen roles of the three types for coding analysis. The lag sequence analysis method is used to analyze the transition paths between roles from the same dimension and cross-dimensional. The study summarizes the five conclusions and puts forward relevant suggestions: Cognitive and reflective roles are frequently changed,and the role transformation path should be grasped and the online learning strategy should be rationally developed; the lower-order roles are relatively concentrated,and the leading online learning activities can be designed to guide the role transformation;most roles have continuity and stability,providing an opportunity for online learning intervention; online forums lack the role of intermediary,develop internal members to build communication bridges; coordinators are important community emotional maintenance,should pay close attention to its dynamics and guidance.
引文
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[24]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(02):24-30.
[25]De Wever B,Van Keer H,Schellens T,et al. Structuring asynchronous discussion groups:the impact of role assignment and self-assessment on students’levels of knowledge construction through social negotiation[J]. Journal of Computer Assisted Learning,2009,25(2):177-188.
[26]Morris R,Hadwin A F,Gress C L Z,et al. Designing roles,scripts,and prompts to support CSCL in g Study[J]. Computers in Human Behavior,2010,26(5):815-824.
[27]Bellou A,Kanny G,Korwin J D D,et al. Collaboration as a facilitator of planning and problem solving on a computer based task[J].British Journal of Developmental Psychology,2011,9(4):471-483.
[28]张文兰,俞显,刘斌.引领式在线学习活动的设计、实施及成效分析[J].电化教育研究,2016,37(10):42-48.
[29]Belbin R M. Management Teams,Why They Succeed or Fail[J]. Journal of the Operational Research Society,1981,33(4).
[2]王晗.智慧学习环境下学习者角色的定位研究[J].软件导刊(教育技术),2017,16(06):27-29.
[3]Leh A S C. Action research on the changing roles of the instructors and the learners[J]. Techtrends,2002,46(5):44-47.
[4]李智.泛在学习视阈下的学习者角色探析[J].软件导刊(教育技术),2016,15(01):6-7.
[5]Inaba A,Mizoguchi R. Learners’Roles and Predictable Educational Benefits in Collaborative Learning[J]. Lecture Notes in Computer Science,2004,3220:285-294.
[6]王帆,舒杭,蔡英歌,等.“互联网+”时代众传知识的创生与实践——智慧教育新诉求[J].电化教育研究,2016,37(04):42-48.
[7]Selwyn N. Is Technology Good for Education?[J]. Nuclear Physics B-Proceedings Supplements,2016,115:54-57.
[8]Scardamalia M,Bereiter C. Computer support for knowledgebuilding communities[J]. The journal of the learning sciences,1994,3(3):265-283.
[9]满其峰,张义兵,刘瑶,等.小学知识建构社区中的批判性思维研究[J].电化教育研究,2014,35(02):113-120.
[10]Rahimi E,Jan V D B,Veen W. Facilitating student-driven constructing of learning environments using Web 2. 0 personal learning environments[J]. Computers&Education,2015,81:235-246.
[11]段金菊,余胜泉.基于社会性知识网络的学习模型构建[J].现代远程教育研究,2016(4):91-102.
[12]张立新,姚磊.论在线学习论坛的生态治理[J].电化教育研究,2013,34(07):22-26+52.
[13]佐藤学,著.学习的快乐——走向对话[M].钟启泉,译.北京:教育科学出版社. 2004:38-43.
[14]柴少明,李克东. CSCL中基于对话的协作意义建构研究[J].远程教育杂志,2010,28(04):19-26.
[15]沈映珊. CSCL协作角色影响因素分析[J].中国电化教育,2011(08):19-23+27.
[16]Cheng B,Wang M,Mercer N. Effects of role assignment in concept mapping mediated small group learning[J]. The Internet and Higher Education,2014,23:27-38.
[17]沈映珊.基于本体的CSCL协作角色分析及其工具开发与应用研究[D].广州:华南师范大学,2010.
[18]马志强,杨好利.问题解决在线协作学习中的角色设计研究[J].现代教育技术,2013,23(09):41-45.
[19]Benne K D,Sheats P. Functional Roles of Group Members[J].The Journal of Social Issues,1948,4(2):41-49.
[20]Gunawardena C N,Lowe C A,Anderson T. Analysis of A Global Online Debate and The Development of an Interaction Analysis Model for Examining Social Construction of Knowledge in Computer Conferencing[J]. Journal of Educational Computing Research,1997,17(4):397-431.
[21]王帆,魏本亚.大型定制式区域教师在线培训模式与实现[J].中国电化教育,2016(07):126-131.
[22]Bakeman R,Gottman J M. Observing interaction:An introduction to sequential analysis[M]. Cambridge university press,1997.
[23]Garrison D R,Anderson T,Archer W. Critical Inquiry in a Text-Based Environment:Computer Conferencing in Higher Education[J]. Internet and Higher Education,1999,2(2-3):87-105.
[24]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(02):24-30.
[25]De Wever B,Van Keer H,Schellens T,et al. Structuring asynchronous discussion groups:the impact of role assignment and self-assessment on students’levels of knowledge construction through social negotiation[J]. Journal of Computer Assisted Learning,2009,25(2):177-188.
[26]Morris R,Hadwin A F,Gress C L Z,et al. Designing roles,scripts,and prompts to support CSCL in g Study[J]. Computers in Human Behavior,2010,26(5):815-824.
[27]Bellou A,Kanny G,Korwin J D D,et al. Collaboration as a facilitator of planning and problem solving on a computer based task[J].British Journal of Developmental Psychology,2011,9(4):471-483.
[28]张文兰,俞显,刘斌.引领式在线学习活动的设计、实施及成效分析[J].电化教育研究,2016,37(10):42-48.
[29]Belbin R M. Management Teams,Why They Succeed or Fail[J]. Journal of the Operational Research Society,1981,33(4).
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