摘要
分组策略是影响移动协作学习效果的重要因素之一,也是研究的热点。然而,近年来提出的移动协作学习分组策略都是以学习者被动地接受为前提并且忽略了学习者个性化学习的内在需求和个性化的学习特点,如异质分组、弹性分组等。为此,本研究提出了移动协作学习的个性化分组策略,首先以学生的学习需求为依托,通过分析设计形成学习目标,然后形成协作任务,再通过移动学习平台发布学习目标,形成学习小组雏形,经过多次迭代,最终形成协作学习小组。本研究通过小组活动开展过程中请求发布者的个性化需求满足度和小组成员满足度的评价来评判分组的好坏。实验表明,移动协作学习的个性化分组策略能较好地满足学生成长过程中的个性化需求。
Grouping strategy is one of the important factors impacting on the learning outcomes of mobile collaborative learning(MCL), hence top on the research agenda of the field. Nevertheless, grouping strategies for MCL developed in recent years are characterized by learners' passive acceptance of these strategies, tending to ignore their desire for personalized learning as well as the features of personalized learning. In light of this situation, this study set out to develop personalized grouping strategies for MCL.These strategies are intended to cater for learners' needs. Learning objectives are proposed after analysis and design, and collaborative tasks are then designed and announced on the mobile learning platform. After that, learning groups begin to take shape. This is an iterative process which ends in the formation of collaborative learning groups. Findings from the study show these strategies can cater for learners' personalized needs in the learning process.
出处
《中国远程教育》
CSSCI
北大核心
2017年第8期19-26,43,共9页
Chinese Journal of Distance Education
基金
教育部精品资源共享课程'计算机学科教学法'(项目编号:NO.188)的资助
