摘要
辅助类虚拟学习社区是常用于辅助校园课堂教学而存在的一类虚拟学习社区,与常见的远程教育领域虚拟学习社区有较大的差异。通过以曲阜师范大学"学习科学与技术"虚拟学习社区为研究对象,对社区中各种类型帖子的数量、跟帖程度、不同发帖者发帖情况、精华帖数量和交互时间段等进行定量统计;对帖子的内容性质、社区人际网络关系、交互的热点、交互中的知识建构等情况进行定性分析。结果显示,社区成员的交互意识不强、冲突意见很少、交互密度低且交互活动限于组内、交互热点集中在方法与理论探讨上。针对这些问题,社区管理者和教师应该改变传统的单一评价方式,综合运用"宏观评价"和"微观评价"两种方式;教师要积极参与社区的交互活动,让学习者产生贴近现实的情境体验,避免过早地分组,增强学习者团体意识;关注学习者心理需求,注重培养社区归属感。
The paper, exemplified with virtual learning community based on the subject of Learning Sciences and Learning Technologies in Qufu Normal University, introduces quantitative statistics tor the posts according to the type of community posts （first post, independence paste, online comments）, the number of comments, posting of identities, the essence of posts and interaction time segment. Also, the paper makes a qualitative analysis of posts according to the nature of the contents of the posts, interpersonal rela- tions in the community, hot issues, and knowledge construction in the interaction. The results show that the community members lack interactive awareness, have few different opinions and low-density interaction. Besides, interactive activities are confined in the group and the hot issues in interaction concentrate on the method and the theoretical discussion. In order to solve the problems, suggestions are put for-ward： 1） Comnmunity managers and teachers should adopt both macroscopic evaluation and microscopic evaluation rather than single evaluation method; 2） The teachers should actively join in the interactive activities in community with an aim to help stu- dents feel the existence of teachers; 3） Students＇ teamwork awareness should be strengthened; 4） Learners＇ psychology demands should be paid attention to, so as to develop their sense of belonging to community.
出处
《远程教育杂志》
CSSCI
2013年第1期106-112,共7页
Journal of Distance Education
基金
国家社科基金教育学一般课题"虚拟学习社区运行机制和评价"(BCA110022)阶段性研究成果
关键词
虚拟学习社区
交互
定量统计
定性分析
Virtual learning community
Interaction
Quantitative statistics
Qualitative analysis
