基于滞后序列分析法的在线学习者活动路径可视化分析
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摘要
研究从学习分析视角出发,以365大学平台《<资治通鉴>导读》2015年某班次学习者为研究对象,采用滞后序列分析法,探究了观看视频和完成作业两种学习活动的发生顺序所揭示的行为逻辑。首先,对每一课程章节学习中的四个关键时间节点进行编码,并生成学习路径图;其次,通过Gephi将分析结果可视化。研究结果表明,在学习过程中,学习者观看课程视频热情较低,且课程章节间、章节内的学习回溯行为较少。基于此,研究对于致使学习者出现积极、消极学习行为的原因进行了讨论,并根据学习者对外部资源和知识构建的需求,为教学资源、活动的设计,课程及平台功能的设计与开发以及自适应学习路径规划应用提供合理建议。
From the perspective of learning analysis, this study took the learners who participated in Introduction to History as a Mirror in 2015 on the 365 University platform as the research object, and used the lag sequence analysis method to explore the behavioral logic revealed by the sequence of watching video and completing assignments. First, four key time nodes in each chapter are coded and the learning path diagram is generated. Second, the analysis results are visualized through Gephi. The research results show that during the learning process, learners are less enthusiastic about watching the course video, and learners' backtracking behaviors between and within the course chapter are fewer. Then,this paper discusses the reasons for learners' positive and negative learning behaviors, and according to learners' needs for external resources and knowledge construction, provides reasonable suggestions for the design and development of teaching resources, activities, curriculum and platform functions, and the application of adaptive learning path planning as well.
From the perspective of learning analysis, this study took the learners who participated in Introduction to History as a Mirror in 2015 on the 365 University platform as the research object, and used the lag sequence analysis method to explore the behavioral logic revealed by the sequence of watching video and completing assignments. First, four key time nodes in each chapter are coded and the learning path diagram is generated. Second, the analysis results are visualized through Gephi. The research results show that during the learning process, learners are less enthusiastic about watching the course video, and learners' backtracking behaviors between and within the course chapter are fewer. Then,this paper discusses the reasons for learners' positive and negative learning behaviors, and according to learners' needs for external resources and knowledge construction, provides reasonable suggestions for the design and development of teaching resources, activities, curriculum and platform functions, and the application of adaptive learning path planning as well.
引文
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[15]HOU H T,WANG S M.Analyzing students'cognitive processing patterns of a socioscientific issue learning activity with online discussion---a preliminary result of lag sequential analysis[C]//Iiai International Congress on Advanced Applied Informatics.IEEE,2016.
[16]李爽,钟瑶,喻忱,等.基于行为序列分析对在线学习参与模式的探索[J].中国电化教育,2017(3):88-95.
[17]江波,高明,陈志翰,等.基于行为序列的学习过程分析与学习效果预测[J].现代远程教育研究,2018(2):103-112.
[18]韩锡斌,程璐楠,程建钢.MOOCs的教育学视角分析与设计[J].电化教育研究,2014(1):45-51.
[19]YANG J,CHENG C,SHEN S,et al.Comparison of complex network analysis software:Citespace,SCI2 and Gephi[C]//2017IEEE 2nd International Conference on Big Data Analysis(ICBDA).IEEE,2017.
[2]胡艺龄,顾小清,赵春.在线学习行为分析建模及挖掘[J].开放教育研究,2014,20(2):102-110.
[3]杨现民,王怀波,李冀红.滞后序列分析法在学习行为分析中的应用[J].中国电化教育,2016(2):17-23.
[4]彭绍东.基于SCORM标准的“学习路径”设计[J].现代教育技术,2010,20(8):114-119.
[5]曹良亮.在线学习中学习路径分析及学习行为特点研究[J].中国远程教育,2014(4):25-30.
[6]HOU H T,CHANG K E,YAO T S.Applying lag sequential analysis to detect visual behavioural patterns of online learning activities[J].British journal of educational technology,2010,41(2):E25-E27.
[7]WU S H H.How cognitive styles affect the learning behaviors of online problem-solving based discussion activity:a lag sequential analysis[J].Journal of educational computing research,2015,52(2):277-298.
[8]YANG T C,CHEN S Y,HWANG G J.The influences of a two-tier test strategy on student learning:a lag sequential analysis approach[J].Computers&education,2015,82(C):366-377.
[9]BAKEMAN R,GOTTMAN J M.Observing interaction:an introduction to sequential analysis(2nd ed.)[J].Technometrics,1997,34(1):112-113.
[10]SACKETT G P.Observing behavior(Vol.1):theory and applications in mental retardation[M].Baltimore:University Park Press,1978.
[11]FARAONE S V,DORFMAN D D.Lag sequential analysis:robust statistical methods[J].Psychological bulletin,1987,101(2):312-323.
[12]POHL M,WALLNER G,KRIGLSTEIN S.Using lag-sequential analysis for understanding interaction sequences in visualizations[J].International journal of human-computer studies,2016(96):54-66.
[13]HAWKS I K.Facilitativeness in small groups:a process-oriented study using lag sequential analysis[J].Psychological reports,1987,61(3):955-962.
[14]PUTNAM L L.Small group work climates:a lag-sequential analysis of group interaction[J].Small group behavior,1983,14(4):465-494.
[15]HOU H T,WANG S M.Analyzing students'cognitive processing patterns of a socioscientific issue learning activity with online discussion---a preliminary result of lag sequential analysis[C]//Iiai International Congress on Advanced Applied Informatics.IEEE,2016.
[16]李爽,钟瑶,喻忱,等.基于行为序列分析对在线学习参与模式的探索[J].中国电化教育,2017(3):88-95.
[17]江波,高明,陈志翰,等.基于行为序列的学习过程分析与学习效果预测[J].现代远程教育研究,2018(2):103-112.
[18]韩锡斌,程璐楠,程建钢.MOOCs的教育学视角分析与设计[J].电化教育研究,2014(1):45-51.
[19]YANG J,CHENG C,SHEN S,et al.Comparison of complex network analysis software:Citespace,SCI2 and Gephi[C]//2017IEEE 2nd International Conference on Big Data Analysis(ICBDA).IEEE,2017.
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