摘要
为促进在线协作学习中学习者之间的深度交互,文章设计并验证了一种分组策略,此策略在组间同质和组内异质的基础上,引入了小组"桥梁"的角色。文章选取33名参与"微课的制作"课程的大学生为研究对象,实验组采用分组策略,而对照组随机分组;同时,文章采用统计分析法、内容分析法和社会网络分析法,探究了分组策略对交互深度的影响效果,研究发现:在组间同质、组内异质的基础上引入小组"桥梁"的角色,能有效提高学习者之间联系的紧密程度,促进学习者知识建构水平的提升,并有效提高学习者的学习成效。在线协作学习中分组策略的设计与实践,可为在线协作学习的优化研究提供参考。
In order to promote the deep interaction between learners in online collaborative learning,the paper designed and validated a grouping strategy that introduced the group“bridge”role based on the homogeneity between groups and heterogeneity within groups.In this paper,33 college students participating in the course of“Micro-Course Making”were selected as research objects,and the experimental group adopted a grouping strategy,while the control group was randomly assigned.Meanwhile,the statistical analysis,content analysis and social network analysis methods were adopted to explore the effect of grouping strategies on the depth of interaction.It was found that the introduction of the group“bridge”role based on the homogeneity between groups and heterogeneity within groups can effectively improve the connection closeness between learners,promote learners’knowledge construction level,and improve learners’learning performance.The design and practice of grouping strategies in online collaborative learning could provide reference for the optimization research of online collaborative learning.
作者
曹天生
孔凡士
朱珂
李彦敏
CAO Tian-sheng;KONG Fan-shi;ZHU Ke;LI Yan-min(Faculty of Education,Henan Normal University,Xinxiang,Henan,China 453007;College of Teacher Education,Jimei University,Xiamen,Fujian,China 361021)
出处
《现代教育技术》
CSSCI
北大核心
2020年第6期55-60,共6页
Modern Educational Technology
基金
2019年度河南省高等学校重点科研项目“智慧学习环境下学习共同体协作行为及干预策略研究”(项目编号:19A880016)
福建省社科规划项目“基于群组助学的SPOC深度学习支持机制研究”(项目编号:FJ2017B027)阶段性研究成果。
关键词
在线协作学习
深度交互
知识建构水平
分组策略
online collaborative learning
deep interaction
knowledge construction level
grouping strategy
