摘要
协作学习是在线学习的重要方式和途径,通过学习分析提升其学习绩效已成为学界共识。然而,已有相关研究多针对个体学习状态,缺乏对小组协作状态的关注。会话文本可以客观反映学习者的协作过程,基于SouFLé框架提出的面向知识建构的协作学习分析模型及指标体系,从会话协商、会话介入和会话传递三个维度的12个指标出发,能对在线协作学习中的个体学习、组内学习、组间学习等阶段进行全面分析和评估。从个体状态、小组状态、组间状态和班级状态四个层面,应用该模型对在线协作学习案例中的会话文本进行分析,结果表明:学习者的积极参与有利于小组在会话协商中达成观点的一致和整合;协作状态较好的小组能够针对他组建议进行辩论并批判性接受;组间互评有助于促进小组间的互助合作,进而提升在线协作学习效果。依托SouFLé框架构建的协作学习分析模型有助于全面认识并指导在线协作学习过程,帮助教师有针对性地设计、监督和预测协作学习活动,并通过及时干预来改善学习效果。
Collaborative learning is an important teaching approach in online learning settings,and it has become a consensus among researchers to improve learning performance through learning analytics.However,most of the relevant studies focus on the analysis of individual learning status in collaborative settings,with a lack of attention to group collaboration status.The discourse text data in online collaborative learning can objectively reflect the collaborative processes of learners.Based on the SouFLéframework,an online collaborative learning analysis model for knowledge building is proposed.Starting from 12 indicators in three dimensions of discourse negotiation,discourse engagement and discourse transitivity,the model can comprehensively analyze and evaluate individual learning status,intra-group learning status and inter-group learning status in online collaborative learning settings.The model is applied to analyzing the discourse text in an online collaborative learning case from four aspects:individual learning status,intra-group learning status,inter-group learning status and the learning status of the whole class.The results show that the active participation of learners is helpful for the group to reach consensus and integrate knowledge in the process of discourse negotiation.Moreover,groups with better collaboration can debate and critically accept other groups’suggestions.And inter-group assessment helps to promote collaboration,which in turn improves the performance of online collaborative learning.The online collaborative learning analysis model built on the SouFLéframework can help to comprehensively understand and guide the online collaborative learning process,help teachers to design,supervise and predict collaborative learning activities in a targeted way,and improve students’learning performance through timely intervention.
作者
张思
高倩倩
马怡敏
魏艳涛
杨海茹
ZHANG Si;GAO Qianqian;MA Yimin;WEI Yantao;YANG Hairu
出处
《现代远程教育研究》
CSSCI
北大核心
2020年第6期94-103,共10页
Modern Distance Education Research
基金
国家自然科学基金面上项目“面向大规模在线教育的学习者协作会话能力评估模型及干预机制研究”(62077016)
湖北省教育信息化研究中心开放基金项目“虚拟学习社区中教师会话反思分析方法研究”(HRCEI2020F0103)。
关键词
在线协作学习
SouFLé框架
学习分析模型
协同知识建构
Online Collaborative Learning
SouFLéFramework
Learning Analysis Model
Collaborative Knowledge Construction
