网络学习的信息加工模型及其应用研究
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摘要
随着多媒体与网络技术在教育中应用的日益深入,网络学习在人们日常学习活动中所占的比例呈现日益增长的趋势。然而,相关的调查表明,不少教学者和学习者对网络学习并没有形成正确、全面的认识,从而导致网络教与学的失败。忽视网络学习的特点,主观地把网络学习等同于传统学习,将使网络学习无法发挥其优势和作用。有鉴于此,需要明确网络学习的内涵与特点,分析影响网络学习的各类因素,探索网络学习的一般过程与原理,从而为网络学习支持系统的设计和网络教学活动的有效开展提供依据。
本研究借鉴了认知心理学的研究范式,从信息加工的角度对网络学习原理展开研究。在信息加工理论、认知机制理论和多媒体学习理论的基础上,对网络学习的信息加工过程进行深入探索。研究认为,网络学习的信息加工总体上包括个体信息加工和群体信息加工两个层次,网络学习的信息加工过程主要包括信息呈现与注意、信息加工与保持、信息交换与建构三个阶段。传统学习机制的研究主要关注于学习者个体内的信息加工过程,而学习者个体间即群体的信息加工则是网络学习机制研究的重要内容。此外,影响网络信息加工的因素非常复杂,主要可以归结为四类,即学习者因素、教学者因素、课程因素和环境因素。
本研究主要采用了文献法、实验法、内容分析法以及系统科学的研究方法,研究工作的内容主要包括：
1、以历史发展为线索总结了学习过程信息加工模型的演变历程,分析了以往研究中存在的局限,指出学习过程研究的未来方向是“计算机隐喻”转向“人脑隐喻”、个体认知转向整体认知、实验室研究转向现实研究、以及认知科学成果的不断应用。在借鉴社会建构主义、分布式认知和生态学理论的基础上,初步构建了一个网络学习过程的信息加工模型,较为全面地描述了网络学习信息加工的两大层次和三个主要阶段。同时,该模型也强调了网络学习过程的三大特点,即信息空间的非线性、认知过程的分布性和信息构建的生态性。
2、针对网络学习个体的信息加工过程,以《现代教育技术》国家精品网络课程作为平台,设计和实施了两个不同角度的网络学习实验。将网络课程中三种常见的内容呈现形式(文字版、视频版和“三分屏”版)进行对比,探讨三者在学习结果上的差异；以常用的“三分屏”式网络课程为例,利用眼动追踪仪对学习过程中个体的眼动情况进行实时记录,探讨学习者注意力分配的特点。使用SPSS对两个实验中学习者的认知负荷、保持测验和迁移测验成绩进行统计,利用Tobii Studio分析网络学习过程的眼动特征,总结了网络学习中信息呈现与注意、信息加工与保持等过程的一般规律。
3、针对网络学习群体的信息加工活动,指出它是一种信息交换与知识建构的过程,其中还存在网络学习信息生态的平衡与可持续发展问题。在参考Gunawardena等人有关知识建构模型研究的基础上,以《现代教育技术》网络课程互动空间—Moodle平台中某个班级为例,通过制定网络交互分析编码体系,利用内容分析法和社会网络分析法对该班级中师生的交互内容进行编码和分析,揭示了网络学习者交互的特点与知识建构的水平,总结了网络学习群体交互与知识建构存在的问题,并提出了相应的建议。
4、对国内外网络学习影响因素的相关研究进行了梳理和分析,指出其中存在过于关注学习者认知因素以及分类标准主观化的不足。以学习条件理论和教学系统要素理论为依据,提出了网络学习影响因素的分类模型,将网络学习的影响因素归结为内外两大方面：学习者因素属于内部影响因素,教学者因素、课程因素和环境因素则属于外部影响因素。其中,学习者因素包括学习策略、学习动力和学习风格等；教学者因素包括教学者素质、教学设计与教学风格等；课程因素包括内容设计和学习交互；环境因素则包括学习平台和支持服务。
5、在介绍课题前期研究成果—《现代教育技术》网络学习支持系统(MET-ALSS)系统原型的基础上,结合网络学习的信息加工模型及相关实验研究结论,分别针对该系统的信息呈现、信息导航、内容组织和学习支持四个方面提出了相应的设计策略,从而为学习者提供适应性的学习支持与服务。
With the deep application of multimedia and web technology in education, the percent of web-based learning activities shows an increasing trend in our daily life. However, some researches show that many teachers and students have not really understood the meaning of web-based learning, so that they failed in instruction or learning activities. They subjectively equate web environment with traditional classroom and neglect the characteristics of web-based learning, which prevents web-based learning from exploiting its advantages to the full. In order to provide scientific basis to design web-based learning supporting system and implement web-based instruction effectively, we need to explicit the nature and characteristics of web-based learning, analyze all kinds of factors influencing it and explore the general process and mechanism of web-based learning.
In this paper, we adopt the research paradigm of cognition psychology and focus on the mechanism of web-based learning from the angle of information processing. Based on theories of information processing, cognition mechanism, and multimedia learning, we explore the information processing mechanism of web-based learning. On the one hand, there are two levels in the information processing, which include individual information processing and group information processing. On the other hand, there are three key stages in the information processing, which include information presentation and attention, information processing and holding, information exchanging and construction. The researches on traditional learning mechanism mainly focus on the information processing process within an individual, but the researches of web-based learning should pay more attention on the information processing process between individuals. Besides, the factors influencing web-based learning are complex and they can be classified into four kinds, which include learner factors, instructor factors, curriculum factors and environment factors.
In this paper, we adopt multiple research methods which mainly include literature review, experimentation, content analysis, and systematic approach. The main works of this research as follows:
Firstly, we summarize the development history of information processing models on learning process based on literature review, analyze the limitations of previous researches, and predict the development trends of researches on learning mechanism, which include a shift from computer metaphor to human brain metaphor, a shift from individual cognition to whole cognition, a shift from laboratory research to practical research, and more applications of research findings in cognition science. Then we propose an information processing model of web-based learning, which is based on theories of social constructivism, distributed cognition and ecology. It describes two levels and three stages of information processing in web-based learning. And it also emphasizes three characteristics of web-based learning, which include the nonlinearity of information space, the distributivity of cognition process, and the ecological feature of information construction.
Secondly, we take a national level excellent course named "Modern Educational Technology" as the research platform, design and implement two experiments of web-based learning to explore the process of individual information processing. One experiment compares three different presentation forms of information, which include text, video, and three-part-separated screen, and tries to find different learning outcomes among them. The other experiment uses eye-tracker to record learners' eye-movement during they learning in a three-part-separated screen web course. We use SPSS to analyze the cognitive load, score of retention test and score of transfer test, and use Tobii Studio to analyze the characteristics of learners' eye-movement. Then we summarize the general law of information presentation and attention, information processing and holding in web-based learning.
Thirdly, we suggest that group information processing is a process of information exchange and knowledge construction, and it is also related to the balance of information ecology and its sustainable development. According to Gunawardena's interaction analysis model of social knowledge construction and related researches, we select a learning group in Moodle community, which is an online interactive space of Modern Education Technology course. Through developing an interaction analysis coding system, we use methods of content analysis and social network analysis to research the content of online interaction among teachers and students. According to the findings, we reveal the characteristics of online interaction and the level of knowledge construction in the learning group, summarize the problems and provide some advice on web-based interaction.
Fourthly, we comb domestic and international literature about factors of web-based learning, and find that cognitive factors are too much concerned and most of the classification standards are subjective. According to theories of learning conditions and instruction system elements, we put forward a classification model of factors influencing web-based learning. It classifies all factors into two sides. The internal factors relate to learners, which mainly include learning strategy, learning dynamic and learning style. And the external factors relate to instructor, curriculum, and environment. The instructor factors mainly include instructor's accomplishment, instruction design and teaching style. The curriculum factors mainly include content design and learners' interaction. The environment factors mainly include learning platform and supporting services.
Finally, we try to apply the theory of web-based learning mechanism into the design of the adaptive learning support system of Modern Educational Technology course (MET-ALSS). Based on the system prototype proposed in former study, we discuss the design principles of information presentation, information navigation, content arrangement, and learning support of the system. Through applying information processing theory and some findings of experiments into the system, we hope that it can provide adaptive learning supports and services to learners in web-based learning process.
本研究借鉴了认知心理学的研究范式,从信息加工的角度对网络学习原理展开研究。在信息加工理论、认知机制理论和多媒体学习理论的基础上,对网络学习的信息加工过程进行深入探索。研究认为,网络学习的信息加工总体上包括个体信息加工和群体信息加工两个层次,网络学习的信息加工过程主要包括信息呈现与注意、信息加工与保持、信息交换与建构三个阶段。传统学习机制的研究主要关注于学习者个体内的信息加工过程,而学习者个体间即群体的信息加工则是网络学习机制研究的重要内容。此外,影响网络信息加工的因素非常复杂,主要可以归结为四类,即学习者因素、教学者因素、课程因素和环境因素。
本研究主要采用了文献法、实验法、内容分析法以及系统科学的研究方法,研究工作的内容主要包括：
1、以历史发展为线索总结了学习过程信息加工模型的演变历程,分析了以往研究中存在的局限,指出学习过程研究的未来方向是“计算机隐喻”转向“人脑隐喻”、个体认知转向整体认知、实验室研究转向现实研究、以及认知科学成果的不断应用。在借鉴社会建构主义、分布式认知和生态学理论的基础上,初步构建了一个网络学习过程的信息加工模型,较为全面地描述了网络学习信息加工的两大层次和三个主要阶段。同时,该模型也强调了网络学习过程的三大特点,即信息空间的非线性、认知过程的分布性和信息构建的生态性。
2、针对网络学习个体的信息加工过程,以《现代教育技术》国家精品网络课程作为平台,设计和实施了两个不同角度的网络学习实验。将网络课程中三种常见的内容呈现形式(文字版、视频版和“三分屏”版)进行对比,探讨三者在学习结果上的差异；以常用的“三分屏”式网络课程为例,利用眼动追踪仪对学习过程中个体的眼动情况进行实时记录,探讨学习者注意力分配的特点。使用SPSS对两个实验中学习者的认知负荷、保持测验和迁移测验成绩进行统计,利用Tobii Studio分析网络学习过程的眼动特征,总结了网络学习中信息呈现与注意、信息加工与保持等过程的一般规律。
3、针对网络学习群体的信息加工活动,指出它是一种信息交换与知识建构的过程,其中还存在网络学习信息生态的平衡与可持续发展问题。在参考Gunawardena等人有关知识建构模型研究的基础上,以《现代教育技术》网络课程互动空间—Moodle平台中某个班级为例,通过制定网络交互分析编码体系,利用内容分析法和社会网络分析法对该班级中师生的交互内容进行编码和分析,揭示了网络学习者交互的特点与知识建构的水平,总结了网络学习群体交互与知识建构存在的问题,并提出了相应的建议。
4、对国内外网络学习影响因素的相关研究进行了梳理和分析,指出其中存在过于关注学习者认知因素以及分类标准主观化的不足。以学习条件理论和教学系统要素理论为依据,提出了网络学习影响因素的分类模型,将网络学习的影响因素归结为内外两大方面：学习者因素属于内部影响因素,教学者因素、课程因素和环境因素则属于外部影响因素。其中,学习者因素包括学习策略、学习动力和学习风格等；教学者因素包括教学者素质、教学设计与教学风格等；课程因素包括内容设计和学习交互；环境因素则包括学习平台和支持服务。
5、在介绍课题前期研究成果—《现代教育技术》网络学习支持系统(MET-ALSS)系统原型的基础上,结合网络学习的信息加工模型及相关实验研究结论,分别针对该系统的信息呈现、信息导航、内容组织和学习支持四个方面提出了相应的设计策略,从而为学习者提供适应性的学习支持与服务。
With the deep application of multimedia and web technology in education, the percent of web-based learning activities shows an increasing trend in our daily life. However, some researches show that many teachers and students have not really understood the meaning of web-based learning, so that they failed in instruction or learning activities. They subjectively equate web environment with traditional classroom and neglect the characteristics of web-based learning, which prevents web-based learning from exploiting its advantages to the full. In order to provide scientific basis to design web-based learning supporting system and implement web-based instruction effectively, we need to explicit the nature and characteristics of web-based learning, analyze all kinds of factors influencing it and explore the general process and mechanism of web-based learning.
In this paper, we adopt the research paradigm of cognition psychology and focus on the mechanism of web-based learning from the angle of information processing. Based on theories of information processing, cognition mechanism, and multimedia learning, we explore the information processing mechanism of web-based learning. On the one hand, there are two levels in the information processing, which include individual information processing and group information processing. On the other hand, there are three key stages in the information processing, which include information presentation and attention, information processing and holding, information exchanging and construction. The researches on traditional learning mechanism mainly focus on the information processing process within an individual, but the researches of web-based learning should pay more attention on the information processing process between individuals. Besides, the factors influencing web-based learning are complex and they can be classified into four kinds, which include learner factors, instructor factors, curriculum factors and environment factors.
In this paper, we adopt multiple research methods which mainly include literature review, experimentation, content analysis, and systematic approach. The main works of this research as follows:
Firstly, we summarize the development history of information processing models on learning process based on literature review, analyze the limitations of previous researches, and predict the development trends of researches on learning mechanism, which include a shift from computer metaphor to human brain metaphor, a shift from individual cognition to whole cognition, a shift from laboratory research to practical research, and more applications of research findings in cognition science. Then we propose an information processing model of web-based learning, which is based on theories of social constructivism, distributed cognition and ecology. It describes two levels and three stages of information processing in web-based learning. And it also emphasizes three characteristics of web-based learning, which include the nonlinearity of information space, the distributivity of cognition process, and the ecological feature of information construction.
Secondly, we take a national level excellent course named "Modern Educational Technology" as the research platform, design and implement two experiments of web-based learning to explore the process of individual information processing. One experiment compares three different presentation forms of information, which include text, video, and three-part-separated screen, and tries to find different learning outcomes among them. The other experiment uses eye-tracker to record learners' eye-movement during they learning in a three-part-separated screen web course. We use SPSS to analyze the cognitive load, score of retention test and score of transfer test, and use Tobii Studio to analyze the characteristics of learners' eye-movement. Then we summarize the general law of information presentation and attention, information processing and holding in web-based learning.
Thirdly, we suggest that group information processing is a process of information exchange and knowledge construction, and it is also related to the balance of information ecology and its sustainable development. According to Gunawardena's interaction analysis model of social knowledge construction and related researches, we select a learning group in Moodle community, which is an online interactive space of Modern Education Technology course. Through developing an interaction analysis coding system, we use methods of content analysis and social network analysis to research the content of online interaction among teachers and students. According to the findings, we reveal the characteristics of online interaction and the level of knowledge construction in the learning group, summarize the problems and provide some advice on web-based interaction.
Fourthly, we comb domestic and international literature about factors of web-based learning, and find that cognitive factors are too much concerned and most of the classification standards are subjective. According to theories of learning conditions and instruction system elements, we put forward a classification model of factors influencing web-based learning. It classifies all factors into two sides. The internal factors relate to learners, which mainly include learning strategy, learning dynamic and learning style. And the external factors relate to instructor, curriculum, and environment. The instructor factors mainly include instructor's accomplishment, instruction design and teaching style. The curriculum factors mainly include content design and learners' interaction. The environment factors mainly include learning platform and supporting services.
Finally, we try to apply the theory of web-based learning mechanism into the design of the adaptive learning support system of Modern Educational Technology course (MET-ALSS). Based on the system prototype proposed in former study, we discuss the design principles of information presentation, information navigation, content arrangement, and learning support of the system. Through applying information processing theory and some findings of experiments into the system, we hope that it can provide adaptive learning supports and services to learners in web-based learning process.
引文
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