摘要
网上小组学习是远程教育一种重要的协同学习形式,而网上学习小组的特性(如学习小组的组织结构、组员对小组活动促进学习的认识、情感因素,以及对教师的期待等)会影响到活动的效果。但目前国内外有关网上学习小组的实证研究较为鲜见。本研究通过教学试验、问卷调查和书面访谈后发现,成功的学习小组规模要适中,组员的水平、志趣、背景等有一定差异,对网上小组活动在学习上的促进作用认同程度高,能处理好协作与自主、认知与情感、个人成就与集体荣誉等关系,形成一个平等、互动、宽松、愉悦的虚拟学习社区。同时,教师从学习活动的设计、组织到整个过程都要“积极干预”,既解疑释惑、传授知识又培养正确的学习技巧,同时,也要体现人文关怀,肯定成绩,指出不足,营造学习氛围,鼓励大胆创新。
Online group learning is an important collaborative learning activity in distance education. However, there is very little empirical research into how factors, such as the structure and composition of online learning groups, group members＇ belief in online learning and their affective dimension as well as their expectations of the tutors, might affect the learning outcomes. Based on experimental teaching practice and feedback from a questionnaire survey with follow-up written interviews, this paper argues that there are some properties shared by successful online learning groups, first, the group size is moderate （with a recommended number of 4-5 members） with some variance among the members in terms of academic background, proficiency and interest. Second, group members adopt positive attitude towards the facilitating roles of online group learning in their studies and are willing to put their commitment into action. Third, group members manage to achieve unity between collaboration and autonomy, cognition and affect, and personal success and group pride, hence enhancing self confidence, developing responsibility and increasing motivation, so as to build an interactive and relaxing virtual learning community where everyone feels equal and has fun. Finally, learners expect their tutors to play an active role in their online collaborative activities. In other words, tutors should design, organize and monitor online collaborative activities; in addition to passing on knowledge, they should be available to clarify puzzles and answer questions as well as impart learning strategies; they should also show adequate care for learners, confirming achievements, pointing out mistakes and encouraging creativity so as to create a desirable atmosphere of learning.
出处
《开放教育研究》
CSSCI
2006年第5期79-84,共6页
Open Education Research
关键词
网上学习小组
特性
远程外语学习
远程教育
online learning group
characteristics
distance English language learning
distance education
